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SURVEY 



OF THE 



SCHOOLS OF CADDO PARISH 

WITH 

SPECIAL REFERENCE 

TO 

THE CITY OF SHREVEPORT, LA. 



MADE BY THE 



UNITED STATES BUREAU OF EDUCATION, 
WASHINGTON, D. C 

APRIL 12, 1922 



ISSUES BY 

STATE DEPARTMENT OF EDUCATION 



T. H. HARRIS, Slate Superintendent of Public Education 



FOREWORD 



Dr. Jno. J. Tigert, National Commissioner of Education, 
was requested by the Caddo Parish School Board to provide for 
a complete survey of the public schools of Caddo. Dr. Tigert 
accepted the invitation and placed Dr. W. S. Deffenbaugh of 
his department at the head of the survey commission, and he 
associated with Dr. Deffenbaugh Dr. Thos. A. Alexander and 
Dr. F. B. Dresslar of George Peobody College and Mr. C. A. Ives, 
high school inspector of Louisiana. I beg to submit in the fol- 
lowing pages the findings and recommendations of the commis- 
sion. 

I am prompted to publish the report of the commission for 
the reasons : 1. The investigations were made by men of ex- 
ceptionable ability whose findings can be taken at face value and 
whose recommendations can be adopted with safety. 2. The 
commission's attitude toward the work in hand was fair and sym- 
pathetic. It sought and found the truth, but it made no attempt 
to color the truth to the discredit of officials and teachers. It 
praised and criticised with the evident purpose of advancing the 
educational interests of the parish. 3. The schools of Caddo are 
about like the other public schools of Louisiana. They are 
probably no better and no worse than those of the other parishes. 
The report of the commission will, therefore, give the public out- 
side of Louisiana a fair notion of our public school status, and 
it will bring forcefully to the attention of the public in Louisiana 
a rather adequate appraisal of the value of our educational ef- 
forts as well as to point the way to future efforts. 

I wish here to give expression to my grateful appreciation 
to the commission for a very excellent piece of constructive 
work. 

T. H. Harris, 
"LIBRARY OF CONQWE3i'S t t te Superintendent. 
4GCEJVID 

MAY 2 19^: 

DOCUMENTS DIVISION 



Survey of the Schools of Caddo Parish with 
Special Reference to Shreveport. 

INTRODUCTION 

The survey of the school system of Caddo Parish with special 
reference to the schools of Shreveport was made by the Com- 
missioner of Education upon the invitation of the Board of Edu- 
cation of Caddo Parish and of the State Superintendent of Public 
Instruction. The Commissioner of Education selected the fol- 
lowing persons to make the survey : 

W. S. Deffenbaugh, Chief, City School Division 
U. S. Bureau of Education, 
Director of Survey. 
C. A. Ives, State High School Inspector, 

Baton Rouge, La. 
Thos. Alexander, Professor of Elementary Education, 
Peabody College, 
Nashville, Tenn. 
F. B. Dresslar, Professor of School Hygiene, 
Peabody College, 
Nashville, Tenn. 
The field work was begun April 10th and completed April 
29th. 

The major portion of the time was given to the schools of the 
city, but enough of the rural schools were visited and enough 
tests given to form a good idea of the work of these schools. 

The aim of the report is to describe the condition of the 
schools and to point out what should be done to improve the 
educational system of the parish. It is not suggested that all the 
recommendations be adopted at once, but certain things should 
be done right now. The one outstanding problem is the build- 
ing problem, which should receive the immediate attention of 
the school board and of the people of the city of Shreveport. 

The survey committee are of the opinion that the school 
system of the parish compares most favorably with the better 
parish and county systems in the country, and that the schools 
of the city of Shreveport compare favorably with those in other 
cities of the same size. 



CHAPTER I. 

SUMMARY OF FINDINGS AND RECOMMENDATIONS 



ORGANIZATION, ADMINISTRATION AND FINANCE 

1. The control of the schools of Caddo Parish is vested in 
a board of education, elected by the people, which is the general 
and most satisfactory method of choosing boards of education. 

2. The school board of Caddo Parish has become too large. 
Steps should be taken to reduce the number of members rather 
than to increase the number. 

3. The board of education is and should be kept independent 
of every other parish or city board. 

4. The number of standing committees could veil be reduced 
to two : a committee on finance and one on buildings. 

5. Only upon urgent occasions should the board of education 
appoint a committee and give it power to act. 

6. A good feature of the school law is that board members 
are elected for a long term and that the terms are overlapping. 

7. There would be nothing gained by making the city of 
Shreveport an independent schoool district. 

8. A commendable feature in the administration of the schools 
of the parish is that the board of education makes the superin- 
tendent of schools its executive officer. 

9. There should be but one executive officer. If a business 
manager should be appointed he should be made subordinate to 
the superintendent of schools. 

10. The plan of having an assistant superintendent in charge 
of the city schools and another in charge of the rural schools is 
an excellent one. 

11. The assistant superintendents should be held responsible 
for the supervision of the schools in the districts assigned them. 
The superintendent of schools should work through these as- 
sistant superintendents rather than directly with the teachers. 

12. Provision should be made for more supervision by the 
elementary school principals. 

13. The supervisors of music and art should not be required 
to teach, but to supervise. Instead of having two supervisors of 



music and two of art for the city, there should he but one for each 
subject. The other two should be assigned to the rural schools. 

14. There should he a director or supervisor to develop a 
program of physical education for the schools of the parish. 

15. Ultimately the board of education must provide the 
school nurse service and not depend upon the nurse service of the 
Red Cross which now provides several full time nurses. 

16. In the city of Shreveport only 30 per cent of the total 
taxes for municipal and school and other purposes are expended 
on the schools. Excluding the state school tax only 24.2 per cent 
is for schools. The average for cities of the same class as Shreve- 
port is about 40 per cent. 

17. Shreveport ranks high in per capita wealth when com- 
pared with 24 other cities, but in proportion to its wealth is not 
spending as much on its schools. 

18. The bonded indebtedness for school purposes is small 
compared with the bonded indebtedness for city purposes. 

19. The new school buildings provided with auditoriums 
might be organized on the platoon plan so as to accommodate 
from 20 to 30 per cent more children. 

20. The educational qualifications of the teachers of Caddo 
Parish average as high as elsewhere. The teachers are, however, 
comparatively inexperienced. 

21. Several full time substitute teachers should be employed. 

22. The teachers' salary schedule should be revised so as 
to provide a higher maximum. 

23. There should be one or more full time officers to en- 
force the compulsory school attendance law more fully. 

24. There should be a continuous school census. 

25. The promotion rate is comparatively low, and the per 
cent of children over-age for their respective grades is higher 
than in the average city. 

26. The amount of retardation could be reduced by a more 
flexible grading system, by the organization of special classes, 
and by public summer schools. 

27. Shreveport holds its pupils in school better after the 
fifth grade than do 80 other cities. It also holds a larger per 
cent of the older children. 



BUILDINGS AND GROUNDS 

1. Classroom facilities must be approximately doubled as 
soon as possible. There should, therefore, be a bond issue at an 
early date or a large special building tax to provide buildings. 

2. The Travis Street School children should be taken out to 
a new site where they could have playgrounds. 

3. The school buildings should be so planned as to permit of 
additions thereto. 

4. Larger school buildings should be erected. 

5. More room must be supplied at once to relieve the con- 
gestion in the junior high school building. This may be done by 
erecting a new senior high school or by erecting several junior 
high school buildings. 

6. Auditoriums should be provided in all the new buildings. 

7. The janitor service could be improved. 

8. Plans for school buildings should be studied more com- 
pletely. Before final drawings are made for any new buildings, 
the aid of principals, teachers and others competent to help 
should be solicited. 

9. Ample play space should be provided. 

HIGH SCHOOLS 

1. The senior high school building in Shreveport is a good 
type of architecture and is well constructed but does not answer 
the purpose of a high school building as fully as it should. 

a. It is not large enough. 

b. There should be better facilities for the teaching of 
home economics. 

c. Better library facilities are needed. 

d. An auditorium is one of the outstanding needs. 

e. The manual training department should be given ade- 
quate housing space and ample apparatus. 

f. There should be better laboratory facilities for science 
work in the junior high school. 

g. The work of the commercial department would be 
greatly improved if it had more floor space and equip- 
ment, with attractive, well lighted and conveniently 
arranged rooms. 



2. The class periods should be of uniform length and long 
enough to provide for supervised study. 

3. The high school days should be lengthened. 

4. "While the students are allowed a rather wide range of 
eleetives there is no tendency for them to scatter their work over 
many different subjects. 

5. The educational tests given show that the high school pu- 
pils in Shreveport are up to standard or above it. In the other 
high schools of the parish some of the classes fall below stan- 
dard. 

6. The methods of teaching are for the most part good. Some 
few teachers, however, could improve their methods of instruc- 
tion. 

ELEMENTARY SCHOOLS 

1. Kindergartens should be gradually established as an in- 
tegral part of the Shreveport school system, upon vote of the 
board of education. The board should, however, when consider- 
ing the advisability of organizing kindergartens consider their 
relative value to other proposed progressive extensions of the 
school system. 

2. While the work in the primary grades is formal and 
didactic it is well done. 

3. The mechanical aspect of the subject matter in the pri- 
mary grades is emphasized too much. 

4.* The work should be reorganized upon the basis of pro- 
jects dealing more with the interests and experiences of children. 

5. Several of the subjects receive an excessive amount of 
time as compared with the time allotment in other cities. 

6. The supervisors should not permit office routine to inter- 
fere with their work of supervision. There should be more 
classroom visitation. 

7. The elementary principals should be free to give part of 
their time to supervision. 

8. In the teaching of history, geography and the like there 
is an over-emphasis upon definitions. 

9. The schools are in need of better libraries, more and 
recent maps, etc. The teaching material already in hand, as the 
stereoptican views, should be used more than they are. 



8 

10. The course of study provided by the state department is 
a good one, leaving the supervisors and teachers free to adapt 
it to their own needs. 

11. There should be more elementary science in the elemen- 
tary schools. 

12. The course of study in civics needs revision. 

13. More attention should be given the negro schools. 

14. The educational tests in reading, spelling and arithmetic 
show that the children are up to standard. 



CHAPTER II. 



EDUCATIONAL PROBLEMS OF CADDO PARISH. 



Caddo Parish, along with the rest of the State of Louisiana 
and other Southern States, has had to build her school system 
almost in its entirety since about 1900. What was done before 
that time was principally by way of preparation of public senti- 
ment. Until then common school education was secured mainly 
through private schools. The constitutional convention of 1898, 
reflecting the new conception that was rising in the state — the 
education of all the children of all the people through coop- 
erative public effort— made liberal provisions for the building 
and maintenance of public schools by means of taxation. 

What has been accomplished since that time has been almost 
phenomenal in the way of building and equipment, the working 
out of a well-ordered system of public, school machinery, the 
training of teachers, and the formulating of school cnrriculums. 
Louisiana has had to do all of these things at once, as it were. 
Today Louisiana has a school organization modeled on the most 
progressive lines, free from the weaknesses of older systems, com- 
bining state and local control without friction or conflict. 

Some of its salient features are (1) an overlapping State 
Board of Education with general powers for making rules and 
regulations governing the operation of the schools, (2) over- 
lapping parish board of education, which is the sole authority 
financial and administrative for the conduct of the schools of the 
parish, (3) a professionally trained man selected by the parish 
board to direct the school interest of the parish under policies 
laid down by the parish board of education, (4) the administra- 
tion and financing of the schools of the parish as a unit, and (5) 
provisions whereby a local community may build school plants in 
accordance with its desires and financial ability, and supplement 
the general revenues for school maintenance. 

' These provisions make for smoothness of administration, the 
continuance of constructive policies, educational programs re- 
sponsive to the desires and resources of parishes and commu- 
nities, gradation of well-defined authority, a minimum of over- 



10 

head expense, expert supervision of all the schools, and adminis- 
tration as nearly free as possible from factional politics. 

Louisiana has built that system of school administration, pro- 
vided elementary and high school education in fair proportion 
throughout the state, established large consolidated schools in 
country districts where children are gathered in public school 
transfers., has invested approximately $25,000,000 in school 
plants, and is spending about fourteen million dollars annually 
on buildings and maintenance. 

The South, after the Civil War, less than 60 years ago, has 
arisen out of poverty and ashes to construct a new civilization 
founded on popular general intelligence, and has done this in the 
face of difficulties no other people anywhere on the globe has 
had to meet, due to the presence of millions of former slaves non- 
assimilable., totally destitute and totally ignorant. She has had 
to teach them the ways of industry, self-dependence, and social 
order. She has had to erect a dual system of schools ; of course, 
under one general management. 

Caddo Parish has done her share in these great forward 
strides and contributed of her leadership and resources toward 
present day accomplishments. This parish has had certain diffi- 
culties to overcome to meet the rapidly growing need for school 
facilities. Her population has grown more rapidly than the 
average for the State, due largely to the development of oil and 
gas resources in this general territory. Shreveport was already a 
railroad center of importance and a fast growing commercial city 
before the gas and oil discoveries. Drawn by the unusual oppor- 
tunities in commerce, industry, and oil and gas investments, peo- 
ple from all parts of the nation and perhaps from many lands 
have come to the city and parish in steady streams. Each year, 
perhaps each month, has found the school population likewise in- 
creasing. It has not been possible to secure instant financial re- 
sources with which to provide schoolrooms and teachers in ade- 
quate proportion. On account of the cessation of building 
operations during the recent world war, and the dull bond 
market and high building costs after the war, together with an 
apparent stimulation of school interest during the past five 
years resulting from new social and intellectual interests aroused 
by the shock of a gigantic war, building operations have not kept 



11 

pace with school enrollment. Caddo has faced that same stress 
plus the added stress incident to a rapidly growing population. 
Seeing the necessity of husbanding school finances, temporary 
frame buildings erected at small cost have given relief, and ad- 
ditional teachers have been provided as far as finances would 
permit. It would seem that in these particulars the community 
has been guided by a wise policy and that the parish school offi- 
cials deserve and no doubt receive the commendation of the com- 
munity. 

The population of Caddo Parish was in 1900, 44.40!) ; in 1910, 
58,200; in 1920, 83,265. It can clearly be seen that school popu- 
lation would under such growth easily outrun school facilities 
and retard the introduction of some modern school features 
found in older and more slowly growing systems. The following 
table shows the school population and enrollment in Caddo Par- 
ish in certain periods since 1900. 

Children of No. enrolled 
School Age in Public 
0>-lS years) Schools 

1900— White 2,623 2,539 

Colored 8,383 3.612 

1910— White 6,180 4,160 

Colored , 11,736 3,347 

1916 — White . . 8,838 7,424 

Colored 12,264 7,932 

1920— White . , 10,942 9,269 

Colored 12,728 9,185 

Both races in 

1900 . . 11,006 6,151 

1920 23,760 1 8 454 

Per cent increase 100 200 

White school population increased from 1900 to 1920, 317% 
and school enrollment increased 265%. Colored school popu- 
lation in the same period increased 52% and school enrollment 
increased 154%. To supply modern school buildings, modern 
equipment, and competent teachers to meet the needs of a school 
population increasing at that rate, and to do this while gradually 
lengthening the school term would test the progressive spirit of 
any community. The extent to which Shreveport and Caddo 
Parish have been responsive to these demands will be revealed 
in the statements which follow in this report on a school survey 
of the Parish. 



12 

A modern school system should reflect the social and indus- 
trial life of the people. When the latter is simple, school opera- 
tions are simple; when complex, the school operations are com- 
plex. Our times are more complex than those of any previous 
age. The experience of our day, due to the general spread of 
intelligence, the great discoveries in the natural world, numerous 
inventions for the utilization of mechanical forces, the ease of 
communication and transportation, the rise of corporations and 
quantity production, the growing sphere of woman's activity in 
the political, commercial, and industrial life of our day and the 
consequent change coming over the home — all these and hun- 
dreds of other influences have placed new problems and new 
programs before the schools. The school is no longer the place for 
merely the Three R's. It should and must take care of those sub- 
jects as well as before, and we may suppose, even better than be- 
fore. In addition it must present a program that will interpret 
these modern times and prepare the individual for efficient par- 
ticipation in new activities. In some respects the schools have 
thrust upon them duties that were formerly exclusively the pro- 
vince of the home. In many homes family life is not what it used 
to be. Except in the case of farmers (about 36% of the popu- 
lation of Louisiana) fathers leave their homes each day to work 
elsewhere. In many cases the mother also leaves home each 
morning to work in still another place. Very small children are 
more or less free to follow their whims while older children are 
gathered in schools. 

In the interests of all the people the school is trying to adjust 
itself to this social change — modify its operations so as to serve 
the young people in the largest way and to that extent guaran- 
tee to the next generation a sound social order, where people are 
well-disposed, alert, capable, physically strong, and public-spirit- 
ed. Accordingly we find more children in school and for a longer 
time than ever before. We find varied programs of school ac- 
tivities, supervised study, training for appreciation and taste in 
music and drawing, supervised play and physical training, 
medical inspection, school nurse, school lunch, and practical 
training for home, commercial, and industrial pursuits, in addi- 
tion to the ordinary school subjects that constitute the funda- 
mentals of general education. 



CHAPTER III. 



ORGANIZATION AND ADMINISTRATION. 



THE BOARD OF EDUCATION 

The control of parish schools in Louisiana is vested in boards 
of education elected by the people, which is the general and most 
satisfactory method of choosing hoards of education. The 
boards of education in the different parishes of the State vary 
in size, depending upon the number of police jury wards in the 
parish. Caddo Parish has a board of education composed of 16 
members, not for the reason that there are 16 police jury wards 
but for the reason that through special legislation the city of 
Shreveport is represented on the board by as many mem- 
bers as there are members from outside the city. This makes 
an excessively large board. Too large, in fact, to be as efficient 
as it might be. The tendency throughout the country is to reduce 
the size of boards of education to about 5 or 7 members. Few- 
cities have boards of education of more than 9 members. Most 
county hoards have but 5 members. All authorities in school 
administration advocate small boards. Attention is called to the 
size of the Caddo Parish board of education, since the tendency 
has been to increase the number of members rather than to re- 
duce it. To make the board any larger than at present might 
result disastrously to the schools of the Parish. 

The board has four standing committees : finance, buildings 
and grounds, teachers, and sanitation. For a board of 16 mem- 
bers the number of committees is not excessive when compared 
with the number in other places, but the tendency is away from 
standing committees. Some school boards have abolished them 
altogether, and with good results. All authorities on school ad- 
ministration advocate that school boards be organized with no, or 
very few, committees. Possibly there can be no objection to a 
finance and a building committee's assisting the superintendent 
in making up his budget and in planning for school buildings. 
The findings of the committees should, however, be reported to 
the board for further discussion and action. Just what use a 
teachers' committee or a committee on sanitation can be is not 



14 

clear. The superintendent of schools nominates all teachers, so 
why have a committee? He should make his nominations to the 
entire board. There is no evidence that politics has played a 
part in the selection of teachers in Caddo Parish, but it is more 
likely to through committee action. The superintendent of 
schools should report to the board on sanitary conditions so a 
committee on sanitation is not necessary. Special committees ap- 
pointed now and then to make inspection of different phases of 
school matters would not be out of place, as one of the functions 
of a board of education is to inspect and to see whether or not its 
policies are being carried out by the superintendent and his as- 
sistants. 

Only upon very urgent occasions should the board of educa- 
tion appoint a committee and give it power to act in a matter. 
The committee should report its findings to the entire board for 
its action. After the board has acted the superintendent should 
be directed to carry out the board's policies. 

A good feature of the school law is that board members are 
given a long term, 6 years, and that the terms are over-lapping. 
A long term and partial renewal means a rather settled admini- 
strative policy. If the term is short a board member may not 
become fully acquainted with the needs of the schools, and if 
there were entire renewal of the board at one time and all new 
members elected they might unwittingly or through ignorance 
of conditions allow good policies to expire which have been in- 
augurated only after strenuous endeavor. The plan of long term 
and partial renewal cannot be too highly commended. 

An admirable feature of the present scheme of school ad- 
ministration in Louisiana is that the parish boards of education 
are independent of every other parish board. The school boards 
levy their own taxes and expend all the school funds as they 
think best. This is in accord with the thought of the best au- 
thorities in school administration. When boards of education 
have to go to city councils or county officials for funds they too 
often become mere appendages of the bodies that appropriate 
the funds. Furthermore, it is never known just how much the 
schools are going to be allotted, so the boards of education having 
to submit estimates to other bodies do not know how to plan for 
the future. The financial independence of the parish boards of 



15 

education is without doubt one of the most important features 
in the school laws of the State. 

The question has been raised as to whether it would not be 
1 letter to make the city of Shreveport an independent school 
district. In the opinion of the survey committee this would be 
a backward step. The tendency is toward larger units of school 
support and administration. The larger unit secures better edu- 
cational opportunity for more children. In the State where the 
district system obtains there are superior schools in one district, 
while an adjoining district may have schools that are intolerably 
bad. The Louisiana plan of parish school administration, while it 
would not be feasible in every State of the Union, is the best 
for a State where the parish, or county, is the chief political 
unit within the State. The parish plan of administration docs 
not prevent any district within the parish from supplying ad- 
ditional funds if it thinks that the regular school funds are not 
enough to provide the kind of schools it should have. If the peo- 
ple of Shreveport think they should have better schools than 
can be provided for by a three mill maintenance tax, they can 
Levy up to 8 more mills for maintenance. As a matter of fact if the 
tax rate should be made .'} mills instead of 21/2 as it now is, it is 
doubtful whether it would be necessary to levy a much higher 
rate even if the city were to go ahead and introduce everything 
that the most progressive citizens might desire. As for build- 
ings, the city may erect as many and as expensive buildings as 
it is willing to pay for up to 10 per cent of the assessed valuation, 
which would yield about $9,000,000 for school buildings. Of 
course nothing like this amount is necessary. 

Further, it must be remembered that economically Shreve- 
port and the parish are one. The business of Shreveport de- 
pends to a great extent upon the prosperity of the surrounding 
eountry. The oil industry in the parish has made Shreveport the 
wealthy city that it is. An independent school system would 
tend to accentuate the difference that supposedly exists between 
country and city life. The aim should be to have people see that 
city life and country life are so closely bound together that the}' 
cannot be separated. An administrative system such as the 
parish unit s.ystem whereby the city schools of the parish are 
under the same management as are the rural schools will 



16 

do more than anything else to help build up a better relationship 
between the city and the country. The city child and the coun- 
try child are given the same opportunity and stand upon the 
same level, as they should stand. 

If the city schools of Shreveport were made independent of 
the parish there might be a possibility of their becoming en- 
tangled in city hall politics. Thus far there has been but little, 
if any, city politics mixed with the schools, or at least not so 
much as there would be if the city had a board of education of 
its own. 

A separate school system would mean two boards of educa- 
tion, two superintendent of schools, and other duplications, 
which would make a large overhead expense. The citizens of 
Shreveport should think for a long, long time before they de- 
mand an independent city school system, since there is nothing 
to gain either in support or in efficiency. 

RELATION OF THE BOARD OF EDUCATION AND THE 
SUPERINTENDENT OF EDUCATION 

One of the commendable features in the administration of the 
schools of Caddo Parish is that the board of education makes the 
superintendent of schools its executive officer. Boards of edu- 
cation exist not to do things, but to get things done. It would 
be a misuse of school funds for a board of education to employ 
a superintendent of schools and then itself to exercise executive 
duties. Any business man in Shreveport knows that the rela- 
tion of the school board to the superintendent of schools should 
not differ materially from the relation that exists between a 
board of directors of one of the banks and its executive officer, 
or that exists between the board of directors of any private 
corporation and its superintendent or general manager. The 
stockholders in a private corporation elect a board of directors 
to look after the interests of the company. These directors, as 
a rule, are not experts in the technical details of the business. 
They are elected to see that the business is managed efficiently. 
Few, if any, of the board could do the work of one of the clerks 
or mechanics, much less supervise it, so the board employs a 
skilled superintendent to run the business. The board decides 
upon policies. After a policy has been decided upon, it holds 
one man, the chief executive officer, responsible for results. If 



]7 

he does not secure these, if profits fall off he is asked to make 
it clear why the expected results have not been secured, or else 
to resign. Unless a board of education conducts its affairs as 
does the board of directors of a private corporation confusion re- 
sults. No one knows who is responsible. 

There should be but one executive officer. The proposal that 
the Caddo Parish board elect a business manager with duties co- 
ordinate with those of the superintendent of schools violates every 
principle of business management. The work of a business 
manager is educational, and cannot be separated from the work 
of the superintendent. The whole school department is for the 
purpose of education. When a man is wanted to manage a bank 
a banker is selected. "When a man is wanted to operate a rail- 
road, a railroad man is selected. So when a man is appointed 
to conduct a school system, an educator must be chosen and all 
other persons made subordinate to him. 

It may be said in this connection that in order to relieve 
the superintendent of the Caddo schools from the details of 
purchasing and distributing supplies and other details relating 
to the business management of the schools, an efficient clerk 
be employed to order such supplies as the superintendent recom- 
mends and to distribute these. This arrangement would relieve 
the superintendent and his assistants from a matter of detail 
which now occupies too much of their time. The assistant super- 
intendents should be freed of all detail connected with the hand- 
ling of supplies and other business matters, and should devote 
practically all their energy to the supervision of class room in- 
struction. 

The relation of the board of education to the superintendent 
of schools has been discussed in this report because some criti- 
cism was heard of the present arrangement which makes the su- 
perintendent the sole executive officer. The question was asked 
by several persons : If the superintendent is permitted to do all 
the things that the board of education permits him to do, what 
work is there for board members? There should be none for 
board members as individuals. The fact that boards of education, 
as individuals merely, have no more authority in school matters 
than have citizens of the community is frequently overlooked by 
citizens and others, even by board members themselves who are 



18 

inclined to think that as board members they have authority to 
do things. It is a mistake for an individual member to take it 
upon himself to purchase supplies, to settle disputes between 
parents and teachers, and to do this or that. 

It would be out of place for a board member, unless duly 
authorized by the board, to go to a school building and order 
a janitor to do this or that thing. Janitors should get their orders 
from the board through the superintendent and principals, and 
not from any one member of the board. So, in every other mat- 
ter, there is nothing for the individual board member to do un- 
less duly commissioned by the board. The Caddo Parish board 
has up to this time been comparatively free from the interference 
of individual board members, and if it wishes to keep up an ef- 
ficient system of administration it should discourage board 
members from attempting to do things which the superintendent, 
principals, and others are paid to do. Most persons in Shreve- 
port accustomed to thinking in terms of business management 
will grant the point that there is nothing for individual board 
members to do since the board employs experts to run the schools. 

Another question : What is there for a board of education 
acting as a board to do if the superintendent is permitted to run 
the schools? 

By permitting the superintendent to run the schools the 
board is given an opportunity to do what boards of education are 
elected to do, namely, to decide upon policies. The board must 
decide upon school sites, it must purchase property for new 
school buildings, always with the future needs of the city or 
parish in mind, it must pass upon the school budget submitted 
by the superintendent of schools, confirm or reject nominations 
for teaching and other positions, consider recommendations for 
the expansion of the school system, and many other matters re- 
quiring careful deliberation. Any person who thinks that a 
board of education has nothing to do that makes its superinten- 
dent of schools its executive officer, does not have the correct 
conception of the function of school boards. 

To repeat : The organization of the Caddo Parish Board of 
Education placing the executive work in the hands of the super- 
intendent of schools is the only way to secure efficient man- 
agement. 



19 

SUPERVISORY ORGANIZATION 

When a city or a parish system of schools lias reached the 
point where it employs several hundred teachers, it is then 
necessary for the city or the parish superintendent to work al- 
most entirely through general supervisors rather than through 
special supervisors and principals, and to have some one look 
after the purchase and distribution of supplies. Such an arrange- 
ment leaves the superintendent free to devote his time to the 
larger phase of school administration. He must have time to 
gather facts and to present plans to the board of education re- 
garding the erection of new school buildings, the expansion of 
the school system and a score of other things. He must also have 
an opportunity to exercise educational leadership, educating the 
community as to the needs of a modern school system. 

The school system of Caddo Parish has long since been large 
enough for an organization to permit the superintendent to work 
through assistant superintendents and not through special super- 
visors and principals 

The plan of organization should be as it now is with an 
assistant superintendent in charge of the city schools and an 
assistant in charge of the rural schools. Each of these should 
be in complete charge of his respective field and should be held 
responsible for results. The superintendent should reach the 
supervisors, principals, and teachers with instructions only 
through his assistant. Supervisors, principals, and teachers in 
turn should reach the superintendent only through the assistant 
superintendents. Any other method of procedure would result 
in misunderstanding. The aim should be to work through the 
direct lines of administration. 

An illustration may make this point clearer. Tn a railway 
system each department is under a vice-president who is directly 
responsible to the president or chief executive. Each officer, be- 
ginning with the president, has immediate control of those di- 
rectly below him. Under the vice-president in charge of opera- 
ting is the general manager, then come in order the general sup- 
erintendents, division superintendents, train-masters, and finally 
conductors and locomotive engineers. There is thus a direct line 
of control running from the board of directors down to com 
ductors and engineers. A school system the size of Caddo Parish 



20 

should be organized in some similar way so that there may be a 
jdirect line of control running from the board of education down 
through the superintendent, assistant superintendents, and prin- 
cipals to teachers and to pupils. Any attempt to short circuit, 
,that is for a teacher to go around principals or assistant super- 
intendents to the superintendent, or for the superintendent to 
direct teachers without the knowledge of the assistant superin- 
tendents, causes misunderstandings and results in inefficiency. 
As a rule this principle of organization is adhered to in the 
management of the schools of Caddo Parish, but too much em- 
phasis cannot be placed upon the fact that the direct line of 
,control be adhered to at all times. 

In addition to the assistant superintendents just mentioned, 
there should be as at present a grade supervisor for the city and 
one for the rural schools. There are two supervisors of art and 
two of music for the city, and none in the country. These 
are in reality not supervisors but special teachers. A better plan 
would be to have one supervisor of music and one of art in 
the real sense of the term for the city schools, and one for each 
of these subjects for the rural schools. This arrangement would 
.make but little additional expense and would at the same time 
give the country children the advantage of supervisors in music 
and art. The work of these supervisors is discussed more in 
detail in another section of the report. 

Other supervisors needed are one for physical education for 
the parish and one for the negro schools. As recommended else- 
where in the report the principals should have some free time for 
supervision. 

HEALTH SUPERVISION 

Health supervision is so new in the Shreveport schools that 
its practical results are only beginning to manifest themselves. 
A mistake was made at first in not providing school nurses to 
assist the school physician who simply made reports to the par- 
ents. Medical examination without a good follow-up system by 
nurses is almost worthless. School nurses are needed as a con- 
necting link between the home and the school. The teacher may 
have some influence with parents and may inspire cooperative 
effort through parent-teacher associations, but she does not have 
the time, and usually not the training and prestige in health 



21 

matters which fit her for the intimate home conferences with par-) 
ents that are so vitally necessary for success. It is here that the 
nurse is necessary. She has training and prestige in the com-t 
munity upon health subjects, and can be in touch with school 
physicians and teachers. She may convince the parent of the, 
need of removing Frank's diseased tonsils or seeing that he gets 
plenty of fresh milk to drink every day. 

Carefully checked-up experience in the schools of the country 
show tremendous difference in results between the schools that 
have no school nurses, or an inadequate number, and those in 
which the service is satisfactory. It is a mistake to expect the 
nurses to do all the health teaching. The teacher is with the 
children constantly, and with her leadership children will be 
much more successful in health matters. The teacher, however, 
needs the advice and hearty cooperation of the school nurse. 

From the report of the medical inspector it is evident that, 
much school nurse work is necessary in Shreveport. He reports 
2652 defective children out of 3760 examined. Since the school 
board does not employ school nurses the Red Cross furnishes 
several to assist the medical examiner and to work in the schools., 
This is indeed commendable on the part of the Ked Cross, and 
has probably been the best way to introduce school nurse work, 
into the community. But the Ked Cross can hardly be expected 
to furnish school nurses year after year. The school board must 
in time provide the nurse service. 

In the rural section of the parish a public health unit is do- 
ing some very effective work, but the health work in the country 
schools must ultimately be taken over by the board of education. 

The Red Cross and the health unit by their efficient work 
will no doubt so educate the people as to the value of health 
supervision in the schools that when these organizations with- 
draw their assistance there will be nothing for the board of edu- 
cation to do but to take over the work by employing nurses in 
addition to the medical inspector already employed. Logically, 
all health inspection of school children should be under the, di- 
rection of the board of education and of the superintendent of 
schools. The medical inspector should not be independent of the 
superintendent of schools, but should report to the board through 
the superintendent instead of directly to the board as he now 



22 

does. Health supervision is an educational matter, and the head 
of the school health department should therefore be directly 
responsible to the superintendent of schools. 

One full-time director of the department of medical in- 
spection should be provided. His duties should include the com- 
municable disease work of the schools, health examination of 
pupils, supervision of the nursing service, sanitary supervision 
of school plants, supervision of special classes for subnormal 
children when such are organized, promotion of hygienic school 
management and, in general, supervision of all school conditions 
affecting the health and growth of pupils. 

There should also be a director or supervisor to develop a 
program of physical education for the schools of the parish. The 
teachers have been conducting some play activities for about 
20 minutes each morning, but they need some assistance in 
planning for games and other types of recreation and exercise. 
The physical director should have general supervision of all 
athletics in the junior and senior high schools. Not that he 
should act as coach, but that he should see that the athletic sports 
are benefiting the children as much as possible. He should be 
the leader in all school recreation of a physical nature in the 
parish, and should coordinate it as much as practicable with all 
community recreation. Without question there is need of such a 
supervisor for the schools of the parish. 

FINANCING THE SCHOOLS. 

The practicability of any plan for the advancement of educa- 
tion must ultimately rest upon the ability and the willingness 
of a community to pay for it. If Shreveport can not or will not 
pay more for education than it now pays, many of the recom- 
mendations made throughout this report cannot be put into ef- 
fect. In this section of the report it is the purpose then to dis- 
cuss the question as to whether or not Shreveport or Caddo Par- 
ish is able to give its children better advantages. 

The first point to be considered, however, is the income for 
the schools and the items for which it is expended. TheJ tax- 
payers of Shreveport are taxed 2i/ 2 mills State school tax, 2i/£> 
mills parish school tax, and V/ 2 mills building school tax, making 
6i/ 2 mills school tax for the city of Shreveport. Some of the 



23 

other districts of the parish pay a larger school tax because of 
the fact that their building tax rate is higher than it is in Shreve- 
port. 

The revenue for the parish schools for the year 1920-21 was 
$767,280.18, and was distributed as follows : State funds, $156,- 
222; parish tax, $384,636.29; special school taxes, $177,568.35; 
and $48,853.54 from interest, poll taxes, etc. The non revenue 
receipts amounted to $412,654.09, making a grand total of 
moneys received $1,179,934.27. 

The amount expended was : $468,188.49 for current expenses ; 
$95,590.30 for capital outlay; and $424,071.13 for payment of 
debt, leaving a balance on hand June 30, 1921, of $192,084.85. 
Of this amount $61,475.63 was from the general fund for sal- 
aries, etc. and $130,609.22 was for building purposes, bonds, etc. 
That there was a balance and not a deficit is worthy of notice 
and of commendation. The fact that the parish school district 
never has an overdraft at the close of the school year indicates 
that the schools are administered upon good business principles. 
It is foolish to expend more than the income. It is much better 
to budget liberally and then to keep within the budget, or even 
to have a balance than it is to overdraft at the end of the school 
year. 

The funds for maintenance were distributed as follows: 

Distribution of Current Expenses 

# Per Cent 

General Control $18,957.00 4.0 

Instruction 383,257.77 82.2 

Books, supplies, fuel, etc 18.459.43 3.8 

Janitors . . 11,083.32 2.3 

Repairs 16,189.20 3.4 

Auxiliary a*£icies 20,241.77 4.3 

The per cenWspent on instruction is comparatively large. 
This does not mean that teachers' salaries are higher than in 
other places, for they are not, as is shown in another part of 
the report, but that not so large a per cent as is usually spent on 
general control and other items of expense. Naturally there 
would be less for fuel and for janitor service-than in a majority 
of the cities of the country. 

Of the total tax paid by a taxpayer in the city of Shreveport 
30 per cent is for schools. Excluding the State tax and counting 



24 

only the city and parish taxes paid by a citizen of Shreveport, 
only 24.2 per cent is for schools. This is a small per cent, in- 
deed, when compared with the per cent of the total taxes in other 
cities that are devoted to the schools. The average for cities of 
the same class as Shreveport is abont 40 per cent. 

The following table shows what this per cent is for a few- 
cities. 

Per Cent of all Municipal Funds Going to Schools. 

Topeka, Kans 50.8 Austin, Tex 36.1 

Ogden, Utah 50.5 Charlotte, N. C 35.6 

Kenosha, Wis 48.9 Jackson, Mich 32.5 

Springfield, Mo 48.3 Winston Salem, N. C. .29.5 

Quincy, 111 46.9 Montgomery, Ala 25.6 

Wheeling, W. Va 46.5 Shreveport, La 24.2 

Lima, Ohio 45.7 Galveston, Texas 22.8 

Muskogee, Okla 44.6 

In the 1919 U. S. Census report on financial statistics for 
cities, the following statement is made: "The largest per cent 
of expenses for schools, 64.8. was reported for Bellingham, Wash., 
while the smallest, 18.9 was reported for Shreveport, La." 

From these data it is evident that even if 30 per cent of the 
entire amount of taxes paid by the citizens of Shreveport goes 
to the schools, Shreveport ranks very low, or 10 per cent lower 
than the average city of its class. 

Per Capita Wealth • 

Shreveport is one of the weathiest cities in the country. 
The people of Shreveport proclaim this fact. In one of the daily 
papers of April 17th appeared the following: "No more con- 
vincing argument could be offered sustaining^ the contention 
that Shreveport is the South 's fastest-growing^and most pros- 
perous city than a daily reference to the real estate transactions, 
building permits, and records of leases filed. ' ' 

A comparison of the per capita wealth of Shreveport with 
that of other cities of the same size simply emphasizes the con- 
tention that Shreveport is one of the wealthiest cities of its 
class in the country. The following table showing the wealth 
per capita, both white and colored, in each of 25 cities is based 
upon reports furnished the U. S. Bureau of Education by the 



'25 

superintendent of -schools in these eities. The table showing the 
amount back of each dollar spent on schools was made up by 
dividing the total wealth of the city by the amount spent for 
the maintenance of schools. 



Cities 



u 0> J J3 
o in « *j 

<U ft -< 



1 Winston Salem, X. C...$2190 

2 Charlotte, N. C 2095 

3 Shreveport, La 2043 

4 Jackson, Mich 1897 

5 Fort Smith, Ark 1811 

Caddo Parish 1734 

6 "Wheeling, W, Va 1708 

7 Muncle, Ind 1554 

8 Springfield, Mo 1514 

9 Beaumont. Tex 1375 

10 Augusta, Ga 1373 

11 Columbus, Ga 1370 

12 Topeka Kans 1370 

13 Lima, Ohio 1360 

14 Kenosha, Wis 1304 

15 Ogden, Utah 1280 

16 Austin, Tex 1257 

17 Tulsa. Okla 1195 

IS Oklahoma City Okla... 1126 

19 Montgomery, Ala 1123 

20 Galveston. Tex 1042 

21 Quincy. Ill 1000 

22 Muskogee, Okla 953 

23 Cedar Rapids, Iowa.... 933 

24 Decatur, 111 757 

25 Covington, Ky 706 



3 

4 

5 

6 

7 

8 

9 

10 

11 

12 



Cities 



X aj c oi 

5 o . c 



T 



a 



£i £ "- 1 S 
±2 o .. -w 

" o3 



sd 



Cedar Rapids, Iowa $ 75 

Tulsa, Okla 87 

Muskogee, Okla 105 

Ogden, Utah 108 

Kenosha, Wis 121 

Quincy, 111 123 

Oklahoma City, Okla 124 

Decatur, 111 128 

Topeka, Kans 150 

Covington, Ky 158 

Muncle, Ind 165 

Beaumont, Tex 175 

13 Galveston, Tex 180 

14 Austin, Tex 185 

15 Lima, Ohio 189 

16 Springfield, Mo 195 

17 Augusta, Ga 202 

18 Wheeling, W. Va 206 

19 Jackson, Mich 233 

20 Columbus. Ga 258 

21 Fort Smith, Ark 261 

22 Montgomery, Ala 296 

23 Caddo Parish 308 

Shreveport, La 317 

24 Charlotte, N. C 431 

25 Winston Salem, N. C... 560 



From the foregoing data it is evident that Shreveport does 
not expend as much in proportion to its wealth as do most of 
the other cities on the list. If it spent as much in proportion to 
its wealth as Cedar Rapids and most other cities it could have 
the best school system in the country. 

The following tables showing the cost per pupil in average 
daily attendance and the cost per capita population also reveals 
the fact that Shreveport is not expending as much as other cities 
of its size upon the education of its children. 



26 

Cost per Capita Based on Average Daily Attendance 

Rank Cities Amount 

1 Tulsa, Okla $91.78 

2 Cedar Rapids, Iowa 80.49 

3 Wheeling, W. Va 78.41 

4 Quincy, 111. 78.17 

5 Kenosha, Wis 78.11 

6 Muncle, Ind 69.23 

7 Jackson Mich 65.54 

8 Ogden, Utah 64.30 

9 Topeka, Kans 62.00 

10 Oklahoma City, Okla 60.00 

11 Beaumont, Tex 57.73 

12 Galveston, Tex 5711 

13 Lima, Ohio 55.00 

14 Shreveport, La. (white) 54.44 

Caddo Parish, including Shreveport (white) .... 53.25 

15 Decatur, 111 5271 

16 Muskogee. Okla 5166 

17 Covington, Ky 51.10 

18 Austin, Tex 49.78 

20 Springfield, Mo. 43.12 

21 Fort Smith, Ark 41.81 

Shreveport, La. (white and colored) 36.12 

22 Charlotte, N. C 33.05 

23 Winston Salem. N. C 31.83 

24 Montgomery, Ala 30.23 

25 Columbus, Ga 27.54 

Per Capita Cost Based on Total Population 

Rank Cities Amount 

1 Tulsa, Okla $13.88 

2 Cedar Rapids, Iowa 12.54 

3 Ogden, Utah 11.86 

4 Kenosha, Wis 10.50 

5 Munice, Ind 9.40 

6 Oklahoma City. Okla 9.12 

7 Topeka, Kans 9.10 

8 Muskogee, Okla 9.09 

9 Wheeling, W. Va 8.27 

10 Jackson, Mich 8.14 

11 Quincy, 111 8.03 

12 Beaumont, Tex 7.82 

13 Decatur, 111 7.68 

14 Springfield, Mo 7.38 

15 Bima, Ohio 7.15 

16 Fort Smith, Ark 6.96 

17 Augusta, Ga 6.80 

18 Austin, Tex 6.80 

19 Shreveport, La. (city) 6.44 

20 Galveston, Texas 5.65 

Caddo Parish (including city) 5.62 

21 Columbus, Ga 5.34 

22 Charlotte, N. C 4.71 

23 Covington, Ky 4.43 

24 Winston Salem. N. C 3.91 

25 Montgomery, Ala 3.77 



27 

Other comparative data could be presented to show that 
Shreveport is not expending a very large amount upon its 
schools. With its wealth it could maintain the best schools in the 
country. The question is, do the people of Shreveport want the 
best? If they do, it will be necessary to expend more for the 
education of their children. 

Paying for School Buildings. 

A big problem confronting the tax payers of Shreveport is 
that of providing funds for new buildings. The plan has been 
to issue bonds. If the school board had adopted the pay-as-you 
go plan some years ago, and had levied a special building tax 
of about iy 2 mills year after year, no building problem would 
now face the people. The buildings needed would already be 
erected, or there would be funds available for their erection. 
Possibly this policy would not be the best now when the building 
needs are so pressing, but the board of education should con- 
sider the feasibility of going on a cash basis. It would be much 
more economical in the long run. A special building tax of 2 
mills would yield about $180,000 a year, or $900,000 in 5 years. 
If the city were to issue $1,000,000 in 20 year bonds at 5 per cent 
the total expenditure would be approximately $1,500,000, or 
$500,000 more than the cash plan. It will require a tax rate of 
almost a mill for 20 years to carry this issue. Whether or not 
this plan is feasible must be decided by the board of education. 
It is simply suggested for its consideration, as the plan has evi- 
dently not been given much thought. The excellent roads of 
the parish have been constructed on a cash basis plan without 
making taxes burdensome. School arid other public buildings 
in cities having millions of dollars of assessed wealth can also be 
erected without bonding provided a building tax is levied each 
year and is kept at interest until the buildings are needed. The 
problem in Shreveport just now is, how it would be possible to 
get started on the cash plan when school buildings must be erect- 
ed at once. 

The bonded indebtedness of the city for school purposes is, 
however, small compared to the city's indebtedness for other 
purposes. The bonded indebtedness for schools is $603,000, and 
for city purposes, $3,704,000. Evidently the schools have not 



28 

made the demands upon the taxpayer that the water works, the 
streets, • etcj, have made. The bonded indebtedness for schools 
is only 16 per cent of the city indebtedness, and only 14 pei? 
cent of the total indebtedness. 

. '..■,.,.■'. -j 

Economical Use of School Buildings 

Every school building should be used to its capacity, that is 
every classroom, the auditorium and the play ground should be 
used all the time school is in session, which should be for about 
6 hours a day, so that a good, enriched and varied program of 
study, work, and play may be presented. In every school there 
should be periods for study, periods for some sort of hand-work, 
and periods for play to insure an all-round development of the 
child. If a program of this kind is attempted without using 
all the available space in a school building it is expensive, but 
if thought is given to the arrangement of the program a school 
building equipped with an auditorium and having a play ground 
can be made to accommodate from 20 to 40 per cent more chil- 
dren than it will accommodate under the usual plan of school 
organization. Since Shreveport is now including auditoriums 
in its school buildings and is providing play grounds, these 
should be in use all the time or they are expensive additions to 
the schools. 

A plan whereby buildings having auditoriums and play- 
grounds may be more economically used has been devised. Brief- 
ly, the plan is this : 

A school is divided into two parts, each having the same 
number of classes, and each containing as many grades as there 
are in the building. The first part, which we will call the 
"A School," comes to school in the morning, say, at 8:30, and 
goes to classrooms for academic work. "While this school is in 
the classrooms, it obviously can not use any of the special facil- 
ities; therefore the other school — "B School" — goes to the spe- 
cial activities, one-third to the auditorium, one-third to the play- 
'ground, and one-third is divided among such activities as the 
shops, laboratories, drawing, and music studies. At the end of 
one or two periods — that is, when the first group of children 
has remained, according to the judgment of the school authori- 
ties, in school seats as long as is good for them at one time — the 



29 

"A School" goes to the playground auditorium and other special 
facilities, while the "B School" goes to the classroom. 

The program represents a change in the traditional method 
in several important points. In the first place, it breaks up 
the custom of having all children in classrooms at the same time 
and letting the classrooms lie idle when the children go to the 
auditorium, shops, and playground. In other words, it applies 
to the public school the principle on which all other public- 
service institutions are run; that is, the multiple use of all the 
facilities all the time. For example, it is evident that our trans- 
portation system is made possible because of the fact that all 
people do not wish to ride at exactly the same time ; concerts 
and theatres are made available to many people because one 
person can use another's seat when he does not want to use it; 
hotels can accommodate thousands of people because they are 
not run on the principle of reserving each room for the exclusive 
use of a single individual during the whole year. On the other 
hand, the public-school system has been run on the principle of 
reserving a seat for each child during the whole year. All chil- 
dren have to be in school seats from 9 to 12 a. m., and from 1 to 
3 p. m. ; all have to go home to lunch at the same time ; and at 
3 o'clock all are dismissed and turned out to play. 

There would, after all, seem to be no good reason why the 
principle of other public-service institutions, i. e., multiple use 
of facilities all the time, should not apply to the school, nor any 
reason why all children sould be in classrooms at the same time, 
nor why the special facilities should be used only a fraction of 
the day, provided, of course, that the children receive during the 
day the required amount of academic work. In fact, it is diffi- 
cult to see how the problem of providing enough classrooms, or 
playgrounds, or auditoriums for the mass of children is ever to be 
met if all children have to be in classrooms at the same time, 
and if all children have to play at once. Moreover, there seems 
to be no good reason from an educational standpoint why chil- 
dren should all have to do the same thing at the same time. 

Fortunately, however, if the principle of multiple use is ap- 
plied to the public school facilities, it is possible to provide not 
only adequate classroom accommodations but also auditoriums, 
gymnasiums, and shops for the mass of children. In fact, ac- 



30 

commodations may be provided in all facilities, if they are in use 
constantly by alternating groups, at less cost than regular class- 
rooms alone may be provided on the basis of a reserved seat for 
every child. 

For example, one of the new school buildings in Shreveport 
having 12 rooms, an auditorium, and a playground organized on 
the usual plan of a reserved seat for each child and of using the 
auditorium and the playground for only a few minutes each 
day, would accommodate 480 children counting 40 to a class. 
If, however, the schools were organized on the plan just de- 
scribed it would be possible to accommodate 640 pupils in this 
building, or 16 classes of 40 pupils each instead of 12 classes. 
This could be done as follows: the 16 classes would be divided 
into 2 schools of 8 classes each (320 pupils). On the plan just 
described, only 8 classrooms would be needed since only half 
the school would be in classrooms at any one time. This would 
leave, in addition to the auditorium and playground, 4 rooms 
which conld be used for special activities such as music, art, na- 
ture study, handwork or whatever else might be desired. These 
rooms would have the special equipment needed for their par- 
ticular type of work. While the 320 pupils in one school were 
in classrooms the other 320 would be in the 4 special rooms, 
auditorium and playground, distributed as follows : one-third in 
the auditorium, one-third in the playground, and one-third in 
the four special activity rooms. This means that it would be 
possible to have as few as 25 pupils in each of the 4 special ac- 
tivities. "When the first group had remained in classrooms for 
one or two periods the}' would go to the special activity rooms, 
auditorium and playground, and the second group of pupils 
would go to the classroom. 

Under this plan all the pupils would get the same amount 
of time for reading, writing, arithmetic, geography and history 
as under the traditional plan (210 minutes), but also every pupil 
would get 40 or 50 minutes a day in the special activity rooms, 
in the auditorium, and in the playground. 

This plan is in operation in 40 cities of the country, and 
is suggested here with the thought that the school board of Caddo 
Parish may want to look into it. It may be that it would be 
worth while for the board to make a stud}' of it in some of the 



31 

schools where it is in operation, as Dallas, Tex., Fort Smith, Ark., 
or other cities having the plan. 

SCHOOL REPORTS 

Possibly some of the criticisms of the schools of Caddo Parish 
could have been avoided if the school board had kept the people 
better informed of the work of the schools and of the progress 
that the schools have made within the past five or ten years. 
The schools belong to the people who should have reports of 
their condition and needs. 

The financial statement for the fiscal year should be publish- 
ed in the newspapers of the city, also the report of the state 
auditor every time he audits the school board accounts. Data 
regarding school attendance, pupils leaving school, number en- 
tering college, and many other items of interest should be pub- 
lished from time to time. 

All school needs, backed up by the facts, should be presented 
to the people in circulars and through the press. Of course re- 
sponsibility for the initiative in matters pertaining to the schools 
ought to rest with the board of education, the superintendent of 
schools, the principals, and the teachers. They know most about 
the service which the schools are giving to the community, they 
are the ones who should know most about the present and future 
needs; in fact a community should expect these officers and 
teachers to take the lead in informing it of the school's work, 
of their needs, and to suggest concrete plans for meeting these 
needs. 



THE TEACHING STAFF 



EDUCATION OF TEACHERS 

The generally recognized minimum educational and profes- 
sional standard for elementary school teachers is four years of 
high school, and in addition two years of normal school work. 
The majority of the teachers of Caddo, both city and country, 
measure up to this standard. Practically all have graduated 
from a four year high school, and 75 per cent have graduated 
from normal schools. Fifteen per cent of the elementary teach- 



32 

ers have had college work, usually summer school. The element 
tary teachers of Caddo Parish average 2.3 years schooling beyond 
the high school, which is the same as for cities of the country 
between 30,000 and 100,000 population. An interesting fact is 
that the rural elementary teachers in Caddo Parish have had the 
same educational advantages as have the city teachers. No data 
are available to show the number of years schooling rural teach- 
ers in other states have had, but it is safe to say that outside of 
a few Western States and possibly one or two Eastern States 
the educational qualifications of rural teachers are no higher 
than they are in Caddo Parish. 

All of the junior high school teachers are normal school or 
college graduates. These teachers have had 3.4 years schooling 
beyond the high school, which is as high a standard as is main- 
tained in other cities of the same size. 

The senior high school teachers also possess the usual educa- 
tional qualifications for high school teaching positions. All 
but 5 of the high school teachers are college graduates. These 
however, are normal school graduates, or the equivalent. The high 
school teachers in Shreveport have attended school 4.2 years be- 
yond the high school. In cities between 30,000 and 100,000 
population the senior high school teachers have attended school 
4.5 years beyond the high school, or only .3 of a year longer than 
the teachers of Shreveport. 

In the rural schools of the parish the educational qualifica- 
tions of the high school teachers are not quite so high as in the 
city, but average 3.8 years beyond the high school. This average 
without doubt could compare favorabl}* with that of other rural 
high school teachers of the country. 

The educational qualifications of the teachers of Caddo par- 
ish are higher than the average for the State of Louisiana, ac- 
cording to the latest published report of the state department. 
The following table shows the per cent of teachers in Caddo 
and in the state who are normal school or college graduates and 
the per cent holding different grade certificates : 

Caddo State 

Per cent. Per cent. 

Normal School or college graduates 75.5 55.8 

First grade certificate . 17.9 19.2 

Second grade certificate 6.6 17.2 

Third grade certificate none 7.7 ■ ■ ■ 



33 

While Caddo Parish ranks well with respect to the educa- 
tional qualifications of its teachers, the standard for all new 

i- . • . i ■ i ■ ■ 

elementary teachers should be kept at high school plus normal 

school graduation and the standard for junior and senior high 
school teachers should be kept at college graduation with special 
preparation in the subject to be taught. 

EXPERIENCE 

While the teachers of Caddo Parish are comparatively well 
educated, they are comparatively inexperienced. The city ele- 
mentary teachers average 6.2 years, the rural elementary 4 years, 
the junior high school teachers 6.8 years, the city senior high 
school teachers 4.3 years, and the rural high school teachers. 5. 3 
years. In cities between 30,000 and 100.000 population the ele- 
mentary teachers average 9.2 years, the junior high school teach- 
ers 10.7 years, and the senior high school teachers 9.7 years. All 
these data are for the total teaching experience. 

Few teachers in Shreveport and the rural part of the parish 
have taught in the parish more than 3 years. The average for 
the city elementary teachers is 2.5 years, for the rural elemen- 
tary 2 years, for the junior high school 2.1 years, for the city 
high schools 1.8 years, and for the rural high schools 1.8 years. 
That only a few teachers have taught more than a year or two in 
the parish is evident from the following table, which shows the 
number and the per cent of teachers new to the Shreveport and 
parish schools last September. No transferred teachers are in- 
cluded. 

Number Number Per cent 
teachers of new of new- 
employed teachers teachers 
City Teachers — 

Elementary 122 35 28.7 , 

Junior High School 27 15 55.5 

Senior High School 35 18 51.6' H-T 

Rural Teachers — 

Elementary 117 69 5S.9 .'' 

High School : 24 14 58.2 

Such impermanancy in the teaching corps as these facts dis- 
close must seriously handicap the superintendent and his su- 
pervisors in working out a unified, consistent and well coordi- 
nated educational policy. Just why so many new teachers are 



34 

required each year is difficult to determine. Some marry and 
quit teaching, others move on to other places either for the nov- 
elty of a change or for higher salaries. If the frequent changes 
are due in part to a low maximum salary, the maximum should 
be raised as recommended in another part of the report. Some- 
thing should be done to make the teaching corps of the parish 
more permanent, but what? This is a problem that all persons 
interested in the schools should help to solve. 

SUBSTITUTE TEACHERS 

The substitute teacher problem in Caddo Parish is as serious 
as, or even more serious than, that of the "new teacher," who is 
assigned a definite work, while the substitute teacher is here to- 
day and there tomorrow. She may be needed one day in the 
first grade and the next in the sixth, and on the third in some 
other grade. Clearly, then, the most difficult position to fill is 
that of substitute teacher. She needs versatility, adaptability, 
intimate knowledge of the entire range of school work, poise, dis- 
ciplinary ability, and all the other qualities of a good teacher to 
an even greater degree than that required of the regular teacher. 
In Shreveport the custom is to employ as substitute teacher al- 
most anybody who can be had when needed. A better plan would 
be to select a few of the best teachers of the regular corps as sub- 
stitutes on full time. There is enough substitute work in Caddo 
Parish to justify the board of education in employing substitutes 
on full time. Upon an average there have been 6 teachers, 4 in 
the city and 2 in the country, absent each day for the first 7 
months. At least 4 substitute teachers for the entire parish would 
be kept busy most of the time substituting. When no substitut- 
ing is needed they could be sent into various schools to assist 
weak teachers, or they could help conduct the work of testing. 
Again they could be assigned to a given grade for a day or two 
so as to give the regular teacher a much needed opportunity of 
visiting classes in her own or neighboring cities. In brief there 
need be no idle moments for the substitute teachers employed on 
full time. 

This plan would save many a class room from going to wreck. 
A poor substitute may in a few days spoil a class for an entire 
term. One of the needs of the parish schools is a "flying corps" 



35 



of high grade teachers to be shifted quickly from point to point 
as the emergency arises. 

SALARIES 

Elementary School Teachers. 

A comparison of the salaries paid elementary school teachers 
in Shreveport and Caddo Parish (the same salary schedule ap- 
plies to both city and rural teachers) with the salaries paid in 
39 other cities shows that Shreveport ranks 21 with respect to 
the minimum salary and 40, or lowest, with respect to the maxi- 
mum, and that the median salary for Shreveport is much less 
than the median for all cities between 25,000 and 100,000 popu- 
lation. 

The following tables set forth the fact regarding salaries paid 
teachers in Shreveport and alsewhere : 



A Comparison of Minimum Salaries, Elementary Teachers 



Rank Cities Amount Rank 

1. Sioux City, Iowa $1320 21 

1. Tulsa, Okla 1320 21 

3. Topeka, Kansas 1250 21 

4. Hammond, Ind. 1200 21 

4. Wichita, Kans 1200 21 

4. Kalamazoo, Mich. . . . 1200 21 

4. Dubuque, Iowa 1200 21 

4. Kenosha, Wis 1200 21 

9. Steubenville, Ohio . . . 1100 21 

9. Lans'ing Mich 1100 21 

11. Davenport, Iowa 1050 21 

12. Pueblo, Colo 1000 21 

12. Lincoln, Nebr 1000 33 

12. Portsmouth, Va. 1000 34 

12. Green Bay, Wis 1000 35 

12. Quincy, 111 1000 35 

12. Joliet, 111 1000 37 

12. El Paso, Tex 1000 37 

12. Elgin, 111 1000 37 

20. Wheeling, W. Va 992 40 



Cities Amount 

Covington, Ky $ 900 

Shreveport, La 900 

Rock Island, 111 900 

St. Joseph, Mo 900 

Winston Salem, N. C. 900 

Charlotte, N. C 900 

Asheville, N. C 900 

Waco, Texas 900 

Fort Smith, Ark 900 

Marion, Ohio 900 

Warren, Ohio 900 

Savannah, Ga 900 

Lexington, Ky. 850 

Springfield, Mo 840 

Jacksonville, Fla 810 

Austin, Tex. 810 

Moline, 111 800 

Newark, Ohio 800 

Zanesville, Ohio 800 

Hamilton ,Ohio 700 



A glance at the foregoing table shows that 20 cities pay a 
higher, that 8 pay a lower minimum salary than does Shreve- 
port, and that 11 pay the same as Shreveport. 



36 



A Comparison of Maximum Salaries* Elementary Teachers 



Rank Cities Amount Rank 

1. Lincoln, Nebr $2200 21. 

Sioux City, Iowa 2100 21. 

Tulsa. Okla 2000 21. 

Kenosha, Wis 1908 24. 

Wichita, Kans 1800 25. 

Hammond, Ind 1800 26. 

Joliet, 111 1750 27. 

Warren, Ohio 1750 28. 

Topeka, Kans 1750 29. 

Kalamazoo, Mich. ... 1725 29. 

El Paso, Tex 1700 29. 

Pueblo. Colo 1700 32. 

Dubuque, Iowa 1600 33. 

Steubenville, Ohio ... 1600 33. 

Winston Salem, N. C. 1600 33. 

Newark, Ohio 1580 36. 

St. Joseph. Mo 1570 36. 

Wheeling, W. Va 1567 36. 

Lansing, Mich 1550 39. 

Portsmouth, Va. 1525 40. 



10. 
11. 
11. 
13. 

13. 
13. 
16. 
17. 
18. 
19. 
20. 



Cities Amount 

Hamilton, Ohio $1500 

Davenport, Iowa .... 1500 

Elgin, 111 1500 

Marion, Ohio 1485 

Quincy, 111 1450 

Green Bay, Wis 1400 

Jacksonville, Fla 1350 

Charleston, S. C. 1340 

Moline, 111 1300 

Rock Island, 111 1300 

Asbeville, N. C 1300 

Waco, Tex 12S2 

Springfield, Mo 1260 

Ft. Smith, Ark 1260 

Zanesville, Ohio 1250 

Covington, Ky 1200 

Lexington, Ky 1200 

Austin, Tex 1200 

Savannah, Ga 1143 

Shreveport, La 1125 



Shreveport pays the lowest maximum of the 40 cities. If the 
list had been extended to include all of the 141 cities from 25,000 
to 100,000 population reporting salaries for the year 1921-22, 
only one or two other cities would have been found paying a 
lower maximum. 

A comparison of the median salary paid in cities between 
25,000 and 100,000 population shows that it is higher than the 
maximum paid elementary teachers in Shreveport by $254, the 
median or average for this group of cities being $1,379. In 286 
cities between 10,000 and 25,000 population the median salary is 
$1,241, or $116 more than the maximum for elementary teachers 
of Shreveport. The median in the very smallest cities, 2,500 to 
10,000 population, is $1,097, or only $28 less than Shreveport 's 
maximum. 



37 



The following table shows by States the median salary paid 
elementary school teachers in cities from 25,000 to 100,000 popu- 
lation : 



Median Salaries of Elementary Teachers in Cities from 25,000 to 100,000 

Population 



STATE 



w 


. 


(O 


b(l 


;j3 


a 






U 


u 




o 




ft 


o 


0> 


fctf 



Sw 



California . . . 

Arizona 

Oklahoma . . . 
Colorado .... 

Kansas 

New Jersey . 

Indiana 

Mas'sachusetts 
Washington . . 
Ohic 



ao 



Nebraska 

Iowa . . 

Michigan . . 
South Dakota . . 
West Virginia . . 

Wisconsin 

Rhode Island . . 

New York 

Connecticut . . . 

Missouri 

New Hampshire 

Illinois 

Maine 

Pennsylvania . . 

Texas 

North Carolina . 

Florida . . 

Arkansas 

Tennes'see 

Shreveport . . . . 
Virginia . , 
Maryland 



5 i 


i 1763 


o I 


1670 


^> 


1630 


2 ! 


162:. 


2 


1615 


3 


1587 


S 


1560 


10 | 


1557 


2 


1548 


9 1 


148ff 


1 1 


1482 


6 


1450 


' 1 


1426 


1 1 


1425 


1 


1415 


7 I 


1371 


4 


1350 


ii ! 


1339 


5 1 


1337 


2 ! 


1336 


2 ! 


1323 


12 ! 


1321 


3 


1295 


13 


1243 


3 ' 


1221 


3 | 


1210 


2 J 


1202 


1 I 


1100 


1 1 


1097 


| 


10S0 


2 1 


1056 


2 ! 


1050 



The following table shows by groups of cities the per cent of 
teachers who receive less than $1,000, from $1,000 to $1,099 and 
so on : 



38 



Distribution of Salaries of Elementary School Teachers 



« oS 



S a^ 



a£? 



o" C si 



° £ " 



a^S 



Less than $1000 

$1000-$1099 

1100- 1199 

1200- 1299 

1300- 1399 

1400- 1499 

1500- 1599 

1600 or over. . 



7.3 
8.1 
8.1 
13.6 
15.9 
11.5 
12.8 
22.7 



14.8 
15.5 
13.5 
15.2 
14.3 
10.8 
7.1 



33.5 

17.0 

15.0 

13.5 

9.2 

5.9 

2.9 

3.0 



A comparison of salaries paid elementary school teachers in 
Caddo Parish with salaries paid in 24 other parishes of Louis- 
iana shows that Caddo Parish ranks 4 with respect to min- 
imum and 9 with respect to the maximum, as may be seen from 
the following table: 



Rank Parish Minimum Rank 

1. Carroll, East $1125 1. 

2. Madison 1035 2. 

3. Claiborne 990 3. 

4. Caddo 900 4. 

4. Calcasieu 900 4. 

4. Monroe City 900 4. 

4. Iberia 900 4. 

4. Ouachita 900 4. 

4. St. Mary 900 9. 

4. Terrebonne 900 9. 

11. Lake Charles City 855 9. 

11. Webster 855 9. 

13. Ascension 825 9. 

14. Acadia 810 9. 

14. Baton Rouge 810 15. 

14. Lincoln 810 15. 

14. St. James 810 15. 

14. Vernon 810 18. 

19. Jefferson Davis 769 18. 

20. Franklin 765 20. 

20. St. Landry 765 21. 

22. Concordia 720 21. 

22. Bossier 720 23. 

22. Evangeline 720 23. 

25. Red River 500 25. 



Parish Maximum 

Monroe City $1500 

Claiborne 1350 

Franklin 1180 

Calcasieu 1170 

Madison 1170 

Vernon 1170 

Ouachita 1170 

Red River 1170 

Lake Charles City 1125 

Acadia 1125 

Caddo 1125 

Bossier 1125 

Carroll, East 1125 

St. Landry 1125 

Ascension 1080 

Baton Rouge 1080 

Terrebonne 10SO 

Red River 1035 

St. Mary 1035 

Jefferson Davis 1026 

Iberia 990 

Webster 990 

Lincoln 945 

Concordia 945 

Evangeline 900 



If the foregoing list had been extended to include all the 
parishes, Caddo would rank 7 as to minimum and 13 as to max- 
imum. 



39 



JUNIOR HIGH SCHOOLTEACHERS 

The following table shows the minimum and the maximum 
salaries paid junior high school teachers in 19 cities. 



Rank Cities Mimimum 

1. Tulsa, Okla $1320 

1. Sioux City, Iowa 1320 

1. Kenosha, Wis 1320 

4. Topeka, Kans 1250 

5. Quincy, 111 1200 

5. Lexington. Ky 1200 

5. Battle Creek, Mich. . . . 1200 

5. Asheville, N, C 1200 

5. Warren, Ohio 1200 

5. Green Bay, Wis 1200 

5. Pueblo, Colo 1200 

12. Shreveport, La 1125 

13. Austin, Tex 1080 

14. Ft. Smith, Ark 1000 

14. Lincoln, Nebr 1000 

14. Rockford, 111 1000 

17. Marion, Ohio 900 

17. Covington, Ky. 900 

17. Newport, Ky 900 



Rank Cities Maximum 

1. Lincoln, Neb $2200 

2. Sioux City, Iowa 2100 

3. Warren, Ohio 2050 

4. Kenosha, Wis 2028 

5. Ft. Smith, Ark 2000 

5. Tulsa, Okla 2000 

7. Green Bay, Wis 1800 

7. Austin, Tex 1800 

8. Battle Creek, Mich. . . . 1700 

9. Pueblo, Colo 1700 

11. Topeka, Kans 1600 

12. Rockford, 111 1525 

13. Asheville, N. C 1500 

13. Quincy, 111 1500 

15. Marion, Ohio 1485 

16. Shreveport, La 1305 

17. Covington, Ky 12^0 

18. Lexington, Ky. 1200 

18. Newport, Ky 1200 



The median salary of the junior high school teachers in 
Shreveport is $1305, in cities between 25,000 and 100,000, $1595, 
in cities between 10,000 and 25,000, $1450, and in cities between 
2,500 and 10,000, $1290. 

The following table shows for tkese groups of cities the, 
per cent of junior high school teachers who receive less than 
$1,000, from $1,000 to $1,099, and so on : 



Distribution of Salaries of Junior High School Teach 


jrs 




O r-" 


° <-' 


o • 




-*-> ^ 








000 

latio 

ers. 


,000 

latio 

ers. 


500 

atio 

ers, 




io ^ 


2 3 -c 


N 3 .ci 




N ft n 


^ a o 


ft 3 




S d 


M ° ti 


05 o £ 




i) ft gj 


0/ G 0) 


£ a, a ' 




•So H 


■a t+ 


■a n H 




cit 

0,00 

of 








05 O . 
t- t-H t^ 


ira in vn 


SS£S 


Less than $1000 


.8 

1.5 

2.4 

4.7 

9.2 

12.2 

20.2 

14.1 

11.2 

23.7 


3.2 
6.3 

8.5 
12.6 
14.0 
10.9 
11.2 
10.6 

5.9 
16.8 


7.8 


$1000-$1099 


9.9 


1100- 1199 


15.2 


1200- 1299 


■ 18.4 


1300- 1399 


16.2 


1400- 1499 


12.4 


1500- 1599 


8.6 


1600- 1699 


4.5 


1700- 1799 


2.8 


1800 and over 


4.4 







40 



HIGH SCHOOL TEACHERS 

No data are available with which to compare salaries paid 
the high school teachers of Shreveport with the salaries paid : 
in other cities. The Bureau of Education has, however, com- 
piled data by states to show the annual salary of city high school 
teachers. The following table shows the average salary of high 
school teachers in cities from 30,000 to 100,000 population in 
each of the states having cities of this size. 



Average Salaries of High School 

Pop 

Average 
States Salary 

California $2282 

Oklahoma 2135 

New Jersey . 2069 

Ohio 2067 

Connecticut 2030 

West Virginia 202S 

Wisconsin 2009 

Massachusetts 1948 

Kansas 1939 

Minnesota 1922 

Georgia . 1920 

Indiana 1S93 

Michigan 1839 

Arkansas 1833 

Iowa 1873 

Washington 1S20 



Teachers in Cities 30,000 to 100,000 
ulation 

Average 
States Salary 

Colorado $1793 

New York 1760 

Illinois 1713 

Rhode Island 1706 

Utah 1669 

Pennsylvania 1660 

Nebraska 1610 

Virginia 1540 

New Hampshire 1525 

Maine 1481 

Missouri 1459 

Tennessee 1456 

Shreveport 1373 

Alabama 1355 

Texas' '. 1323 

Kentucky 1079 



In the cities of only three states is the average salary paid 
high school teachers less than that paid in Shreveport. 

The following table shows the minimum and the maximum 
salary paid by high school teachers in 25 parishes in Louis- 
iana : 

Comparison of Salaries of High School Teachers of Caddo with 24 

Other Parishes 



Rank 



Parish 



Minimum Rank 



Parish 



Maximum 



1. Monroe 1500 

2. Claiborne 1215 

3. Madison 1170 

3. Carroll, East 1170 

5. Caddo 1125 

5. Ouachita 1125 

5. Red River 1125 

5. St. Mary 1125 

5. Terrebonne 1125 

5. Vernon 1125 

11. Acadia 1080 

11. Webster 1080 



9. 
10. 
11. 
11. 



Claiborne $2025 

Iberia 2000 

Ouachita 1942 

Monroe 1920 

Lake Charles' 1800 

Madison 1800 

Webster 1800 

Terrebonne 1710 

Jefferson Davis 1665 

Red River 1620 

St. Mary 1575 

Carroll, East 1575 



41 



Comparison of Salaries of High Sc 

Other Parishes. 

11. Evangeline 1080 

14. Lake Charles 1035 

14. Ascension 1035 

14. Baton Rouge, W 1035 

14. Bossier 1035 

14. Calcasieu 1035 

14. Iberia : 1035 

20. Jefferson Davis 990 

20. St. Landry 990 

22. Franklin 945 

23. St. John 900 

23. Lincoln 900 

25. Concordia 855 



hool Teachers of Caddo with 24 

— Continued. 

13. Baton Rouge. W 1500 

13. Lincoln 1500 

13. St. Landry 1500 

16. Vernon 1485 

17. Caddo 1440 

17. Calcasieu 1440 

19. Acadia 1350 

19. Bossier 1350 

19. St. James 1350 

22. Ascension 1260 

23. Franklin 1170 

24. Evangeline 1125 

25. Concordia 1035 



A glance at the tale shows that only 4 other parishes of 
those included pay a larger minimum and that 16 pay a larger 
maximum. If all the parishes of the State were included it 
would be found that 9 pay a higher minimum and that 26 pay 
a higher maximum. 

The following table shows the average salary paid high school 
and elementary school teachers in 25 parishes : 

Average Salaries of High and Elementary School Teachers in 25 

Parishes. 



HIGH SCHOOLS 

Average 
Rank Parish Salary 

1. Monroe $1660 

2. Claiborne 1518 

3. Ouachita 1490 

4. Lake Charles 1431 

5. Madis'on 1383 

6. Terrebonne 1350 

7. Red River 1316 

8. Acadia 1314 

9. Iberia 1302 

10. Carroll, East 1293 

11. Jefferson Davis 1274 

12. Calcasieu 1268 

13. Vernon 1260 

14. St. Mary 1256 

15. Caddo 1255 

16. Baton Rouge 1225 

17. St. James 1175 

18. Webster 1172 

19. St. Landry 1151 

20. Ascension 1147 

21. Bossier 1120 

21. Evangeline 1120 

23. Lincoln 1106 

24. Franklin 1035 

25. Concordia 981 



ELEMENTARY SCHOOLS 

Average 
Rank Parish Salary 

1. Claiborne $1161 

2. Monroe 1133 

3. Carroll 1125 

4 Madison 1102 

5. Caddo 1050 

6. Calcasieu 1032 

7. Ouachita 1023 

8. Lake Charles 1020 

9. St. Mary 1007 

10. Vernon 990 

11. Acadia 987 

12. Terrebonne 975 

13. As'cension 957 

14. St. Landry 937 

15. Jefferson Davis 934 

16. Baton Rouge 925 

17. Iberia 912 

18. Red River 900 

19. Franklin 898 

20. St. James 891 

21. Bossier 855 

22. Webster 850 

23. Lincoln 829 

24. Concordia 828 

25. Evangeline 810 



42 



In 14 of these parishes the average salary for high school 
teachers is higher than in Caddo. In only three of these par- 
ishes is the average salary of elementary school teachers higher 
than in Caddo. If all the parishes of the state were included 
it would be found that in 20 the average high school salary 
is higher than in Caddo, and that in 6 the average elementary 
school salary is higher than that of Caddo. 

Salaries of Supervisors and Others 

The following table shows the median salary paid supervi- 
sors and others in cities from 25,000 to 50,000 and in cities from 
50,000 to 100,000 population, also the salaries paid for the 
same positions in Shreveport. 





o • 


o . 






* J £ 03 


** P w 






O QJ 










o^-n 






o 3 c3 






°. S "3 


°. gd 


^j 




m a 03 


O O od 


u 




M o 


in ft 


o 




ft C 


_ C 


ft 






2 ca 


o> 




03 ° ™ 


03 2 ™ 


> 




o° « 


■ S ° •« 


01 




.~ O &> 


"2 o" a> 






a o ^ 

O "= 

$ 5000 
3050 
2000 
1400 
1200 


•- » § 


,c 




02 


Superintendent of Schools 


$ 6000 
3450 
3000 
1700 
1800 


$ 4000 




3500 


Secretary of School Board 


1500 




1000 




1000 


Supervisors: 










2200 
1925 
1900 
2250 


2500 
2400 
2300 
2700 


1440 




1305 


Art 


1305 


'Manual Training 


1440 


Home Economics 


1850 


2200 


1440 







Judging from the data presented in the foregoing tables and 
from well established principles regarding salary schedules, the 
teachers' salary schedule for Caddo Parish could be improved 
by making a greater difference between the minimum and the 
maximum. A principle to follow in making a salary schedule 
is to pay a minimum just sufficiently large to secure teachers 
of standard academic and professional preparation and then 
to provide for increases up to a maximum that will retain the 
best teachers and that will assist in maintaining the morale of 
the teaching corps. If teachers reach the maximum as they do 
in Shreveport after only a few years experience, the tendency 
is for them to become dissatisfied and to cease to improve. 



43 

As might be expected there is dissatisfaction among some 
of the more experienced teachers in Shreveport because they 
have been on the maximum salary for several years without any 
opportunity for further advancement. 

After a teacher of standard educational and professional 
qualifications but without experience has been employed at the 
minimum salary she should be advanced by yearly increments 
of about $75 for a period of 8 or 10 years, that is if she is 
giving evidence of growth. It is not suggested that teachers be 
promoted on experience alone, but that merit and additional 
preparation be the largest factors. 

In the first place every one knows that some teachers are 
worth very much more than others, and that this worth is noti 
dependent upon length of service. In the second place, promo- 
tion of teachers on experience alone offers no inducement for 
special industry or effort for self-improvement, for the teacher 
who does just enough to escape dismissal gets quite as much as 
the teacher whose heart is in her work. 

After a teacher has proved her worth it should not be neces- 
sary for her to make application for her position year after 
year. Some provision should be made after a teacher has served 
a probationary period of two or three years to elect her for al> 
term of years or to place her on indefinite tenure so that it would 
not be necessary for her to make application to the board each 
year in order to hold her position. 

It has been suggested that the schools of Caddo Parish could 
be improved if the teachers were paid for 12 months. This 
would improve the schools if the teachers were to give 12 months ' 
work to the schools. Some arrangement might be made similar 
to that at Monroe where one-third of the teachers teach 6 weeks 
during the summer, one-third attend summer school, and one- 
third take a vacation. The school board of Caddo Parish should 
grant the teachers' request for 12 months' pay, only upon con- 
dition that they give 12 months' service or its equivalent, pro- 
vided of course that the teacher be granted some vacation time. 

THE TEACHING LOAD 

It is a well known fact that any piece of machinery works 
more effectively and lasts longer when worked at a certain capa- 



44 

city. If habitually overloaded it wastes power and wears out 
quickly, and if underloaded it also wastes power, and further- 
more it wastes a part of the interest in the capital invested in 
it. Of course, teachers are not to be classed with machines, but 
this mechanical law. with which every one is familiar, applies 
in the assignment of a. teacher's work. It is, therefore, im- 
portant for the school administrative officers and the patrons to 
know whether any of the teachers are overloaded or underloaded. 
A study of the size of the classes in the elementary schools 
at Shreveport shows that few teachers have very large classes. 
The maximum number of pupils to a teacher should never be 
more than 40. Ten of the elementary teachers had more than 
this number enrolled April 5th, and only 5 teachers had an 
average attendance of more than 40. Thirty teachers had fewer 
than 30 children enrolled April 5th, 51 teachers had an average 
attendance of fewer than 30 pupils. The following is the average 
size of classes in each of the Shreveport elementary schools based 
on enrollment reported April 5th. 

Av. Number Pupils 
to a Teacher. 

Alexandria . . 35 

Allendale . . 31 

Barrett 30 

Line Avenue 35 

Parkview . . 31 

Queensboro 33 

Travis 31 

In the one-room rural schools of the parish the number of 
pupils to a teacher ranges from 12 to 44, with an average of 
22 ; in the two-room schools, from 15 to 35 pupils with an aver- 
age of 21 ; and in schools of three or more rooms from 13 to 47 
with an average of 31. 



SCHOOL POPULATION AND PROGRESS THROUGH 

THE GRADES 

The number of children in the city of Shreveport and in the 
rural part of the parish is not exactly known, since no school 
census has been taken for several years. And as the last census 
Was not tabulated to show the number of children at each age 



45 

from 6 to 20, there is no way of knowing how many of each age 
are not in school. Referring to the state school report for 1920, 
it is discovered that at that date 1873 of the white educables of 
the parish were not enrolled in the public schools. Some of 
these were enrolled in private and parochial schools. 

The white children enrolled attend as well as could be ex- 
pected, in view of the fact that the compulsory attendance law 
is weak and that the population of the parish is a shifting one. 
The total white enrollment for 1921 was 10,215, and the average 
attendance 7,332. The city children attended better than the 
country children. In the city the enrollment was 5,475, and 
the average attendance was 4,392 ; in the country the enrollment 
was 4,739, and the average attendance was 3,003. 

Judging partly from the foregoing data, but largely from 
the reports of teachers and others regarding school attendance, 
it is evident that the compulsory attendance law should be so 
revised that it can be enforced. There should be at least two 
full time attendance officers for the parish. These officers 
should know where every child in the parish lives, and whether 
or not he is in some school, and if not why not. As it now is, 
the principals of the various schools in the city have no way of 
knowing what children are within their district, and how many 
and which ones should legally be in school. Only a continuous 
school census kept by attendance officers will make this informa- 
tion available. A school census is one of the first steps in the 
enforcement of a compulsory attendance law. 

Supplementary to a formal census canvas of the city made 
at given intervals the attendance department should make and 
keep up to date cumulative record cards each of which should 
contain besides other social data the name, address, sex, age, 
nativity, whether attending public, private or parochial school ; 
and the reason for not attending school ; if employed, where and 
how; and a brief statement of the school history of every child 
in the family. This family record card should be made in du- 
plicate, one copy to be retained in the office of the chief of the 
attendance department and the other to be kept on file with. 
the principal of the school attended by the child. 

These cards should be kept up to date by adding the names 
of children moving into the city and entering school after the 



46 

annual census has been taken. If this is done the whereabouts 
of every child of school age can be known at all times and the 
essential facts about each can be secured upon a moment's 
notice. 

After the census has been taken it should, early in the school 
term, be checked against the enrollment in the public, private, 
and parochial schools to ascertain what children are out of 
school. This being known the attendance officers can visit the 
homes of these children to inquire why they have not entered 
school. The census report, if kept in permanent form, is of 
inestimable value not only in enforcing laws having to do with 
compulsory attendance, with child labor, and with the granting 
of work permits, but it will give valuable information regarding 
the growth of the city, the direction the growth is taking, and 
the changing and shifting character of the population — informa- 
tion which is essential if the board is to plan wisely far enough 
ahead to provide the necessary school accommodations by the 
time they are needed. 

PROGRESS THROUGH THE GRADES 

The following table shows the per cent of children "under- 
age", of "normal-age", and "over-age" for each grade in the 
City of Shreveport. 

Age-Grade Data, City Schools, White. 





Under-age 


Normal -age 


Over-age 


Over-age 


rack 


s per cent. 


per cent. 


per cent. 


80 cities 


1 




85.9 


14.1 


8.6 


2 


6.1 


72.6 


22.3 


15.7 


3 


9.0 


63.1 


27.9 


19.5 


4 


11.5 


59.6 


28.9 


25.5 


5 


12.3 


58.5 


29.2 


29.0 


6 


13.2 


50.9 


35.9 


27.8 


7 


14.4 


56.6 


30.0 


23.8 


8 


6.8 


56.5 


36.7 


16.6 


9 


13.3 


65.9 


20.8 


15.9 


10 


19.7 


59.7 


20.6 


15.9 


11 


19.8 


66.5 


13.7 


13.8 


12 




.... 




10.8 




Total 10.0 


62.2 


27.8 


To".' 




80 cities 12.6 


67.0 


20.8 





47 



The following table shows the distribution of 13 year old 
children in the schools of Shreveport, in the; rural schools of 
Caddo Parish, and in 80 cities of the country. 





Caddo Parish 


Caddo Parish 




Grade 


City 


Rural 


80 Citu 


1 


.4 


1.9 


.01 


2 


.4 


1.5 


.04 


3 


2.8 


7.0 


1.6 


4 


2.8 


8.6 


4.8 


5 


8.8 


18.7 


11.3 


6 


27.4 


20.2 


18.7 


7 


26.2 


22.2 


26.8 


8 


23.0 


12.8 


26.1 


9 


7.2 


7.0 


9.6 


10 


1.0 




1.1 


11 




.... 


.01 



Normally, children at the age of 13 should be entering the 
eighth grade. In the city of Shreveport the median grade for 
children of this age is 7.2 ; in the rural schools 6.6 ; and in the 
80 cities 7.5. In other words the 13 year old children in Shreve- 
port are somewhat behind those in the 80 cities and almost a 
grade below where they normally belong, while the rural chil- 
dren 13 years of age are a half grade behind those in Shreveport 
and a year and a half below their normal grade. 

The over-ageness in the Shreveport schools is somewhat 
greater than it is for the 80 cities and much less than for the 
state of Louisiana. The per cent of pupils over-age in the 
State is 52. In the rural white schools of the parish there is a 
larger per cent of children over age than there is in the city, but 
a smaller per cent than in the State. The per cent of rural white 
children under age is 8.4, of the normal-age 52.5, and of over- 
age 39.1. 

Per Cent Promoted in Elementary Schools, Based on Number 
in Grade at Close of Term. 





Caddo Parish 


Caddo Parish 




Grade 


City 


Rural 


38 Cities' 


1 


83.6 


77.0 


84.6 


2 


83.8 


84.6 


91.2 


3 


83.8 


83.4 


92.3 


4 


85.9 


81.3 


92.4 


5 


83.9 


76.9 


90.8 


6 


85.7 


80.8 


91.4 


7 




89.1 


90.3 


8 


.... 




91.5 



Total 84.4 81.2 90.1 



48 

A glance at the table shows that the promotion rate in Shreve- 
port and in the rural schools is low. If this rate of promotion 
prevails year after year only a few children entering the first 
grade can complete the elementary school course without fail- 
ing. With a promotion rate of 90 per cent 522 children in each 
1000 fail in 8 years, and with a promotion rate of 84 per cent 1 
705 in each 1000 fail in 8 years. The promotion rate in Shreve- 
port could no doubt be raised with good results. The standard 
of promotion from grade to grade may be a little high. Judg- 
ing from the scores made by the pupils in the tests given many 
children should be a grade ahead of where they now are. 

The amount of retardation could be lessened perceptibly in 
several ways. Public summer schools of six weeks duration for 
children who have failed or who are weak in their work would 
help reduce retardation. Special classes for children several 
years over-age for their respective grades would also be helpful. 
There are enough children two or more years over-age in each 
building to form a special class in the building. 

The amount of retardation could be reduced by a more flex- 
ible grading system. The pupils are classified by half year 
grades, but this does not prevent the grouping, together of pupils 
of widely different attainments. In the buildings where there 
are several rooms of the same grade, the children should be 
divided into groups, thereby making an interval of only a few 
weeks between each group. Such an arrangement does not se- 
cure a collection of dull pupils into classes by themselves, and 
of bright pupils into classes by themelves. The fact is the plan 
permits the best pupils from below to rise through the masses 
as fast as their ability can carry them. In every class there 
will be its quota of bright pupils, some leading the class and 
some just maintaining themselves. In a system that gives no 
attention to the grouping of children except to have them in 
classes a half year apart, all the bright children attain the top 
of the class and mark time, and the slow ones fall hopelessly 
to the bottom long before promotion time and await promotion 
day, when they will be turned back to go over the same road 
again. The plan just suggested is practicable only in the build- 
ings where there are several teachers of the same grades. It 
can be worked out in the large buildings of the city and of the 
rural districts. 



49 



Shreveport, however, holds its pupils in school better after 
the fifth grade than do 80 other cities, and better than do 23 
States, as may be seen from the following table : 

Per Cent of Pupils in Each Grade. 













*4 States 




Caddo 


Caddo 






having 7-4 


Grade 


City 


Rural 


SO Cities 


23 States 


plan 


1 


15.5 


19.6 


16.3 


20.0 


23.6 


2 


10.7 


13.3 


12.4 


12.1 


13.6 


3 


11.9 


14.8 


12.4 


11.9 


13.4 


4 


11.8 


11.4 


12.1 


11.7 


12.9 


5 


11.0 


11.1 


11.2 


10.3 


11.0 


6 


10.5 


8.8 


9.8 


9.0 


9.0 


7 


10.2 


7.2 


8.0 


7.3 


7.2 


8 


7.1 


5.2 


6.4 


6.2 


4.2 


9 


4.8 


4.5 


4.9 


4.0 


2.5 


10 


3.8 


2.4 


3.0 


2.5 


1.6 


11 


2.7 


1.7 


2.0 


1.7 


1.0 


12 






1.5 


1.2 





* Maryland, North Carolina, South Carolina, Texas. 

The city has a larger per cent of children in the last four 
years than the 80 cities or the 23 States have in their last five 
years, and a much larger per cent than the four States have in 
their last four years. The per cent of rural school pupils en- 
rolled in the upper grades compares favorably with the per cent 
enrolled in the upper grades of the 23 States and a greater per 
cent are enrolled in the upper grades of the rural schools of the 
parish than in the upper grades of the schools in the four 
states. 

Shreveport also holds a larger per cent of the older children 
than do the 80 cities, as may be seen from the following table : 

Per Cent of School Children at Each Age. 





.c 


3 

« 


o 

00 




go 


3 


o 

oo 


Age 6 


9.2 


11.7 


11.7 


Age 13 .... 


... 9.0 


8.6 


9.3 


Age 7 


10.0 


10.1 


10.7 




... 8.3 


7.6 


7.2 


Age 8 .... 


10.1 


9.3 


10.5 




... 6.5 


5.6 


• 4.7 


Age 9 


9.5 


10.1 


10.6 


Age 16 


... 4.7 


3.9 


2.8 


Age 10 


. . 10.3 


9.5 


10.3 


Age 17 


... 3.1 


1.8 


1.7 


Age 11 . . . 


9.1 


10.4 


9.8 


Age 18 


.7 


.5 


■ -8, 


Age 12 ... 


9.4 


9.3 


9.6 


Age 19 


.1 


.2 


.3 



50 

In the city 15.1 per Gent of the pupils enrolled are over 14 
years of age ; in the 80 cities only 10.3 per cent are over 14 years 
of age. The rural- schools of the parish hold more children over 
14 years of age than do the 80 cities. 

DATA REGARDING NEGRO SCHOOLS 

The blanks used by the survey committee to collect data re- 
garding the education of teachers was not properly filled out by 
some of the negro teachers, and for this reason can not be used. 
By referring to the latest published report of the State depart- 
ment of public instruction it is found that a smaller per cent of 
the negro teachers in Caddo Parish are normal school or college 
graduates than there are in the rest of the State, as may be seen 
from the following table: 

Education of Negro Teachers 

Caddo Parish State 

Per Cent. Per Cent. 

College or normal graduates 13.3 28.6 

1st grade certificate 15.2 S.S 

2nd grade certificate 22 . 8 19.6 

3rd grade C3rtif icate 48.7 42.4 

The negro teachers of the parish have taught longer than 
the white teachers. The average number of years for the negro 
teachers being about 10. 

The average salary of the negro teachers of Shreveport is 
$527, and in the rural section of the parish $344. No data are 
at hand with which to compare the salaries of negro teachers in 
Caddo Parish with salaries paid negro teachers in other States. 
The salary paid in the parish averages about the same as is paid 
by the State. 

! School Population 

That the parish has a big problem of educating its negro 
children is evident from the fact that there are 9,345 enrolled in 
school. The average attendance is, however, only 5,630. 

Most of the children are in the primary grades, as may be» 
noted from the following table which shows for city children 
only the per cent of pupils in each grade : 



51 



Per Cent. 

First Grade 32.4 

Second Grade 16.2 

Third Grade 12.2 

Fourth Grade 10.4 

Fifth Grade 8.4 

Sixth Grade 5.6 



PerCent. 

Seventh Grade 5.1 

Eighth Grade 3.5 

Ninth Grade 2.8 

Tenth Grade 2.4 

Eleventh Grade 1.0 



Most of the negro children in the city schools are over-age 
for their respective grades. Only 5 per cent are young for their 
grade, 30.2 per cent are normal-age, while 69.3 per cent are 
over-age. No data are available for the rural children of the 
parish. 

The following table shows by per cent in which grades the 
13 year old negro children are in the schools of the city : 



Per Cent. 

First Grade 6.5 

Second Grade 16.9 

Third Grade 15.6 

Fourth Grade 25.2 



Per Cent. 

Fifth Grade 15.2 

Sixth Grade 15.3 

Seventh Grade 5.3 



The following table shows the per cent of negro children in 
the city schools at each age, compared with the per cent of white 
children : 



Age 6 10.6 9.2 

Age 7 7.7 10.0 

Age 8 8.8 10.1 

Age 9 8.6 9.5 

Age 10 8.7 10.3 

Age 11 9.2 9.1 

Age 12 9.6 9.4 



Age 13 7.9 

Age 14 8.9 

Age 15 7.5 

Age 16 6.4 

Age 17 3.7 

Age 18 1.9 

Age 19 .5 



si 

9.0 
8.3 
5.5 
4.7 
3.1 
.7 
.1 



From the foregoing table it is evident that as large a per 
cent of the older negro children attend school as the white chil- 
dren. The previous tables, however, show that comparatively 
few of the negro children are above the fifth grade. 



CHAPTER IV. 



BUILDINGS AND GROUNDS 



LARGER AND BETTER PLAYGROUNDS 

The children have a right to larger and better playgrounds 
than are now given them. From an educational and hygenic 
point of view ample and usable playgrounds are far more im- 
portant than the people of Shreveport think, if the importance 
attached to playgrounds is to be judged by their size. Playgrounds 
can be made the most efficient means of teaching children the 
art of getting on together, of learning to accept and make the 
most of their democratic spirit, and developing their general 
physical welfare. Moreover, a good playground is the most eco- 
nomical educational agency that can be devised. Here, as in most 
other situations, educationally speaking, the effect directly pro- 
duced cannot be measured with exactness, but it is perfectly safe 
to say that no classroom subject so directly trains for social ad- 
justment as a well ordered and properly environed game in 
which team work stands above individual prowess. In addition 
exercise in the open air, under the impulse of the inherent love 
for sport, is a more wholesome, a more invigorating and a more 
enjoyable exercise than can be had in any gymnasium. There- 
fore, it is recommended that Shreveport furnish its children, all 
its children, ample opportunity to live a natural life. To do 
this larger playgrounds must be furnished. 

In the second place a school building must have a healthful, 
attractive setting if it is to accomplish the purpose for which 
it is intended. It must be set in a quiet, safe, and sanitary en- 
vironment else it will not meet the requirements of modern 
educational demands. A school board is sometimes inclined to 
excuse itself by saying that there was no better site available 
if the children are to be accommodated by placing a school house 
near their homes. This argument was heard in connection with 
the Travis Street building. It was argued that a building in 
the business section of the city is needed for the children whose 
homes are in tenement houses, apartment houses, over stores, 
or off back alleys. This argument is not valid, since these are 



53 

the very children who are most in need of playground and who 
should go out of their environment for a day of fresh air and 
freedom from dust and noises. Children who walk a mile to 
school are better off from a health point of view than those who 
live near a school building or who go to school on the cars or 
automobiles. It is a blunder for people to deny children a good 
walk, and then pay teachers to direct them to do "stunts" in a 
gymnasium. 

It is recommended that the Travis Street school children be 
taken out to a new site where they may have an opportunity to 
develop as they should. 

MORE ROOM NEEDED IN ELEMENTARY SCHOOLS 

Classroom facilities in well planned and well appointed per- 
manent buildings within the corporate limits of the city must 
be approximately doubled as soon as possible. At present about 
one-third of the white children are housed in temporary struc- 
tures, which make it possible for every child to attend school on 
full time, yet these structures must be rebuilt or eliminated very 
soon. In addition, one half of the colored children are in school 
buildings totally unfit for anybody, and as a result a large part 
of the money spent on instruction in the negro schools is wasted. 
It is, therefore, recommeded that at an early date the city call 
for a bond issue or a special tax for a period of years, as sug- 
gested in another part of this report, to provide for all the school 
children in a way fitting and consonant with the financial abil- 
ity and desires of the people of Shreveport who for the most 
part have progressive ideas and who are willing to meet their 
obligations to the children and to all the interests bound up in 
education. 

BUILDINGS SHOULD BE ERECTED TO PERMIT OF ADDITIONS 

The school buildings should be so planned as to allow of ad- 
ditions thereto without destroying the architectural unity, and 
more especially the hygienic requirements of the buildings. If 
the buildings already erected had been so planned, additions 
could be made which would save on per capita cost and on gen- 
eral overhead expenses. It is not necessary to enter into any 
detailed description of the way in which buildings may be plan- 



54 

ned so they may be added to, since this is a matter for the archi- 
tect who should be directed by the board of education to plan 
to meet this need wherever it may arise. 

This, however, cannot be done effectively and acceptably 
unless larger and better grounds are provided. 

LARGER BUILDINGS 

In the future larger elementary school buildings should be 
erected. A building containing 20 or 24 class rooms is not too 
large for the supervision of one principal, the care of one capa- 
ble janitor and the successful use of one central heating plant. A 
20 room building is, therefore, much more economical to operate 
than two buildings of ten rooms each. The large building also 
makes for a better classification of pupils. No more important 
recommendation can be made and none should be given more 
serious consideration than this one of larger buildings. 

THE HIGH SCHOOL BUILDING PROBLEM 

More room must be supplied at once to relieve the conges- 
tion of the junior high school. If there be brought into the 
junior high school next fall, all, or even a fair percentage, of 
those who complete the sixth grade this spring, it will be im- 
possible to accommodate them. At present there are two or 
three hundred children housed in the junior high school building 
for whom there are no safe and fit rooms. It is well known that 
the class rooms made from the old assembly room on the top 
story are totally unfit for school work of a high order, and the 
same is true of the use of basement rooms. 

This building was planned for an educational program that 
does not exist today. While the walls of the structure seem 
strong and well built, the roof and its supports are tremendously 
heavy, and if under stress of storm or earth movements they 
were to spread, serious consequences might readily follow. 

The demand for more room for the junior high school stu- 
dents may be met in one of several ways : construct one or two 
new buildings for the junior high school students, or for part of 
them ; or construct a new building for the senior high school 
students and turn over the building now used for the senior high 
school for the use of the junior high school. It would be un- 



55 

justifiable to increase the number of temporary buildings, in- 1 
deed, the ones now in use should be abandoned as soon as possible. 

Of the two plans suggested, it seems better both from the 
point of present economy, and especially for that of better high 1 
school facilities, to select a large lot in a good environment and J 
upon it erect a new building for the senior high school, and then' 
take the two buildings now in use for the junior high school. 
An auditorium should, however, be added for the use of the 
junior high school students. If a new senior high school is 
erected, it should be on a plot of ground large enough for base- 
ball, tennis, basketball, and all other group games dear to the 
American youth. In addition there should be ample room for a 
building large enough to meet permanent needs, and for such 
additions as would be needed for many years to come. Ten 
acres is not too much land to meet such needs, and this should 
be the best land avainable — well drained, comparatively level, 
and in a good neighborhood. Without doubt Shreveport will 
soon have a much greater high school, both from the point 
of enrollment and from the breadth of its program of studies. 
Now is the strategic time for the school board to set' 
itself against the pinch that will surely come and quite soon, 
unless more space for a high school building is provided. The 
best is none too good, and all good citizens in Shreveport will 
applaud a foresighted policy and will be willing to pay for the 
best. 

"With a lot large enough for present and future needs, the 
school architect should be directed to plan a building in such a 
way that it can be added to as needed. That is, it should be so 
planned that additions could be made without marring its ar- 
chitectural unity and without wasteful destruction. The pres- 
ent high school building is so placed and so planned that addi- 
tions to it cannot be economically or satisfactorily made. Were 
it not for this handicap it might be possible to meet the demands 
now more easily and with less expense. 

It is suggested that the board of education make a careful 
study of the pin map prepared by the principal of the high 
school showing the location of all the homes of the high school 
pupils, so that a good location for a high school may be selected. 
At the same time it should be remembered that it would be far 



56 

better to select a large, well placed lot at a considerable distance 
fropa a central location, rather than a small lot closer to the 
homes of the children, in order to secure a better location and 
more playground. Walking is really one of the best exercises, 
and it is foolish to fail to give boys and girls a chance to profit 
thereby. 

If the plan just outlined does not appeal to the board of ed- 
ucation as the most feasible, the plan of the erection of two 
junior high schools in opposite sections of the city should be 
given careful consideration. Some persons would undoubtedly 
favor this plan because of the fact that it would be unnecessary 
for many of the junior high school pupils to go to school on the 
street cars. Practically all would be within walking distance of 
one of the junior high schools. 

If this plan should be adopted the old junior high school 
building and the present senior high school building would have 
to serve as a senior high school for some years. With the addi- 
tion of an auditorium and the purchase of the vacant tract of 
land adjoining the present site, good senior high school quar- 
ters would be provided, but of course not so good as a new build- 
ing on a ten acre lot as previously suggested. 

SUGGESTIONS REGARDING DETAILED CONSTRUCTION OF 
SCHOOL BUILDINGS 

In this section are included some suggestions relating to 
the details of proper construction of school buildings: 

(a) A class room 21 feet wide and 30 feet long and 121/2 
feet high, interior measurement, is large enough to seat 40 chil- 
dren comfortably and leave sufficient room for aisles and other 
necessary space for teaching purposes. Most of the class rooms 
of the newer buildings are unnecessarily large, hence they cost 
more than they should. A room 26 feet long and 26 feet wide 
and 12!/2 feet high inside measurement contains about 600 cubic 
feet more space than the one with dimensions given above. This 
means that the smaller will cost several hundred dollars less to 
construct, aiid there will be a reduced cost in heating, cleaning 
and general repair. The classes properly average less than 40 
pupils, so here is an opportunity to reduce cost and overhead 
expenses. Besides a ck;ss room 30 feet long, 21 feet wide, is, 
easier to light and ventilate properly than one 26 feet square. 



57 

(b) A large majority of the class rooms in the newer builds 
ings have light windows on two adjoining sides. It is recom- 
mended that hereafter the architect plan for unilateral lighting, 
and at the same time make ample provision for cross breezes 
through the room by placing openings in the wall opposite the 
windows into corridors, or cloisters, and make them easy for the 
teachers to handle. Under certain conditions it may be neces- 
sary to set breeze windows in the wall back of the children, but 
these should be so set and handled as to prevent the teacher from 
having to face the light. 

(c) Ordinarily the most acceptable light for class rooms and 
with the least interference is that from either East or West. 
Naturally this interference changes with the changing position 
of the earth as it moves about the sun. In the winter time, the 
sun swings around nearer the southern horizon and hence will 
shine further and more persistently across those class rooms with 
southern exposure than in the late spring and early autumn. 
The opposite is true with class rooms having windows toward 
the east or west. 

(d) The lower part of windows of school buildings should 
be at least 4 feet above the floor. The reason for this lies in 
the automatic adjustment of the pupils of the eyes to a stronger 
or weaker light. If the window is lower than the eyes of the 
child, then the bright light from without will shine directly into 
his eye, contract the pupil of the eye, and if he undertakes to 
read in this condition his eye is not adjusted properly for the pur- 
pose. 

Any one can make this clear to himself by sitting near a 
low window allowing the light to shine into his eyes and at- 
tempting to read at the same time; and then to shade the lower 
part of the window to a point above his eyes and notice the dif- 
ference in comfort. 

(e) The floors of the school buildings of the City of Shreve- 
port and of the country schools are in the main in an excellent 
condition. On this point the superintendent and the janitors 
are to be congratulated, for floors in school houses are hard to 
care for properly and require careful attention. 

(f) In all the buildings visited where slate was used for black 
boards there was no complaint. In all others, there was com- 



58 

plaint with reason. There is no economy in equipping a school 
building with temporary blackboards. The only economical 
thing to do is to provide good slate boards. While the first cost 
is greater, in the long run they are cheaper. No definite rules 
were being followed with reference to the height of the board 
from the floor. In all rooms designed for first and second 
grades the blackboard should be 26 inches above the floor ; those 
for the third and fourth, 28 inches ; those for the fifth and sixth, 
30 inches; and for all higher grades, three feet. The width of 
the blackboard is a matter of some importance when slate is used. 
Boards three feet wide properly set are amply wide. It is 
sometimes important in lower grades for the teacher's board to 
be four feet wide, for she may wish to carry on the top of the 
board some instructions or notices that are supposed to remain 
for several weeks ; but for the use of the children a board three 
feet wide is better and much more economical. The trouble with 
all prepared blackboards lies chiefly in the fact that they soon 
gloss by reason of the use of erasers and give back such a high 
light as to make it impossible for the children at the desks to see 
much of the work on the board. Slate does not gloss and it will 
last indefinitely, and both from the standpoint of cost and from 
the sandpoint of educational advantage it is much to be preferred 
to any other kind of material on the market. 

(g) Scientists have made plain to us that a light gray color 
for class room walls is best, or if a lighter color is essential a 
light cream tint may be given ; but greens, reds and blues should 
find no place as colorings for the walls of class rooms. Many 
reasons can be given for these directions, but it does not seem 
necessary in this brief report. By all means see that these rules 
which have been worked out by oculists are followed. 

(h) The best window sash, from the practical point of view, 
to use in the class room is the old fashioned, double hung win- 
dow. Teachers understand this kind of window and can use it 
readily. While of course the double window permits but half 
of it to be open, still it is safe from blowing rains and storms, 
and being more easily handled it serves the teacher much better. 

(i) The width of the halls of the elementary schools can be 
reduced to ten feet and still leave ample room for the children to 



59 

move about as desired. This will save a great deal of expense in 
construction and in upkeep. 

(j) More drinking fountains and of a better type are needed 
in practically all of the buildings visited in the parish, both 
city and country. The setting of these should be more care- 
fully supervised and the waste water should be cared for better 
than it is at the present time. About the drinking fountains, 
both on the inside and outside of the buildings, there is a great 
deal of waste water, slop and mud. Some of the fountains are 
set so high that the little folks cannot get to them in a satisfac- 
tory way to drink. Either the fountains should be lowered or 
else some provision should be made for the children to stand 
on a support sufficiently high to enable them to reach the foun- 
tain. Double the number of fountains, and secure a more sani- 
tary type. 

(k) There is no need for shades on windows facing the north. 
It is recommended that these be removed, for if left the teacher 
will pull them down and in this way needed light and ventila- 
tion will be interfered with. The teachers should be drilled 
thoroughly in the proper use of the kind of shades generally used 
in the buildings for elementary grades. A few manage them 
well, others are apparently unable to do so. Teachers should 
remember that much better and stronger light is distributed from 
the tops of the windows than from the bottoms and that if 
shades are pulled all the way up and this good light cut off, the 
pupils will suffer accordingly. The shades in general are in 
very good condition and a good type has been selected. 

(1) The desks used represent an average type, or perhaps 
a little better than the average, and are on the whole in splen- 
did condition. They are unusually well set and carefully kept. 

Remodel Temporary Buildings for Colored Schools. 

It is recommended that as soon as the two new buildings 
now contracted for are constructed and the children that are 
now housed in the temporary buildings removed, these so called 
temporary class rooms be brought together, the floors doubled, 
ceiled over head, breeze windows inserted, and that such other 
remodelings be made as will make them comfortable in cold 
weather and in hot. These may be transformed by a little care 



m 

into what is known as the mission type, or unit type, of one 
story school buildings. They can be grouped about a court, 
connected by an auditorium. By placing necessary hallways or 
cloisters about the court, they may be made into beautiful and 
thoroughly hygienic school buildings. The accompanying rough 
sketch will give the suggestions needed to understand this ar- 
rangement. These could be used for the white children very 
acceptably, but in view of the fact that many of the colored 
children are housed in buildings wholly unfit for use it is recom- 
mended that the temporary buildings be remodeled as suggested 
for the use of the Negro schools. 

Heating of Buildings 
The use of gas stoves in all permanent buildings, unless 
these stoves are connected with flues to eliminate the gasses of 
combustion from the class room, should be discontinued. In 
future buildings of a permanent type, it is recommended that 
central heating plants, preferably the hot water type, be in- 
stalled. No explanation of this s.ystem is necessary because it 
is now in use in some of the buildings. 

Auditoriums 
In the larger grammar schools and in all the future high 
school buildings there should be auditoriums. The best type 
of these for the grammar schools has the flat floor with high 
stage and furnished with folding chairs so that it may be used 
as a gymnasium, as a play room, as an exhibition room, as a so- 
cial center, or as an auditorium. The stage can be so planned 
that the folding chairs may be loaded on small trucks, made 
to pass under the stage so that the chairs can be quickly taken 
from the floor, or placed on the floor, and in that way the room 
may be made available for all necessary purposes. The high 
school buildings should all be supplied with acceptable and com- 
modious assembly rooms. The present high school pupils are 
badly in need of such help at this time. This is one reason why 
it lias been suggested that it would be better to construct, as 
soon as possible, a new building for the senior high school. An 
auditorium could, however, be constructed in connection with 
the present building by erecting it on the space now occupied by 
the manual training building or at some other suitable place. 



61 

Toilet Rooms. 

Toilet rooms in general should be only as large as necessary 
to accomodate the children and all seats should face toward the 
light. It is better to distribute these through the various stories 
of the building rather than to set them all in the basement. Such 
distribution prevents a great deal of congestion and annoying 
carelessness. It is recommended that this matter be considered 
carefully before accepting the plans or letting the contracts for 
any new buildings. Furthermore, the trough or slot type of 
urinals now in use should be abandoned, and the individual enam- 
eled urinals of the proper size be specified for all new buildings. 
There should be one urinal to every 15 boys. One seat for each 
25 girls and one for each 35 boys is ample in number provided 
those seats are distributed on the various floors as suggested. 
This number will suffice if principals of elementary schools see 
to it that intermissions are strategically timed to prevent con- 
gestion. If toilets are congested on one floor there should be one 
seat for each 15 girls, and one seat for each 25 boys. 

Janitor Service 

The janitor service in general should be better than it is. 
The climate of Shreveport is such that the janitors are relieved 
from much labor incident to caring for furnaces or ventilating 
devices. They should therefore keep all basements free from 
all unnecessary debris and especially those materials that more 
or less create fire hazards. At times it is necessary to store 
unused desks or unused furniture in the basement, but these 
should be removed by the superintendent of buildings as soon 
as possible and placed in a supply room or disposed of. 

It is a serious mistake to allow basements to become clut- 
tered up with flotsam and jetsam. Relatively speaking the 
janitors have less work than in any other city of the same size 
and should give the best of service in every way. 

Rural School Buildings 

The parish school buildings seen outside of the city of Shreve- 
port are in good condition. This is especially true of the build- 
ings at Mooringsport and Vivian. The board is to be congratu- 
lated on being able to get such good buildings erected at so rea- 



42 

sonable outlay. Some buildings visited, however, are very poor 
as for example, the Russell School. Buildings of this type should 
be abandoned at once, or thoroughly reconstructed. As careful 
attention should be given to the planning of the small buildings 
as to the large one. The building at Dawes is in fair condition, 
but might have been made much better had it been planned more 
carefully, and placed better on the lot. On the whole, how- 
ever, the consolidated schools have been furnished with unusu- 
ally good buildings, and the rest are slightly above the average of 
those in most southern states. 

Plans Should be Studied 

Probably the weakest spot in activities of the board relating 
to building is that it has not studied plans with sufficient care, 
and has not taken advantage of the help that the principal' and 
teachers are able to give. School buildings represent one of the 
most complicated of the many forms of architecture, and ex- 
pert help from those who have studied to make school buildings 
most acceptable from the educational point of view is most im- 
portant. It is, therefore, recommended that before final draw- 
ings are made for any new buildings, the aid of principals and 
teachers and any other competent help be solicited to go over 
preliminary sketches with great care and make such practical 
suggestions as they see are needed. Architects must have such 
help if they are to erect satisfactory buildings from every point 
of view. 

It is important for the board of education to direct the 
architect to prepare tentative plans that would cost them little 
expense from the drafting room, and to revise these freely under 
direction until the plans have been studied thoroughly. No 
specifications nor detail work should be undertaken until the 
plans have been finally adopted. In this way much expense 
may be saved, and architects will be much more willing to make 
such changes as are properly suggested. 



CHAPTER V. 



HIGH SCHOOLS 



In this section of the report of the school survey of Caddo 
Parish there is set forth the situation in regard to high schools— 
their number, equipment, teaching staff, enrollment, program 
of studies, supervision, etc. 

There are, for whites, six senior high schools in country 
wards and one senior high school and one junior high school in 
the city of Shreveport. There is also the senior high school for 
negroes in Shreveport. High schools in this parish are fairly 
well distributed, there being three above Shreveport on the 
east side of the parish — Belcher, Hosston, and Ida ; two on the 
north and west of Shreveport — Mooringsport and Vivian ; and 
Greenwood, about fifteen miles on the west of Shreveport. By 
the use of motor vans on such roads as are found in Caddo, it 
would be a comparatively easy matter to gather the children 
for high school instruction at these points. With development 
of good roads in the state, the tendency is to supply standard 
high school advantages in a few well selected centers and to 
transport such children as are ready for these higher grades. 
It is a policy to provide a few strong schools rather than many 
weak ones. Large schools make possible a more varied pro- 
gram of studies whereby the interests, special aptitudes, and prac- 
tical needs of children can be better served. 

The following table shows the number of teachers and pupils 
in the high school grades of the several schools. 



SCHOOLS 

Belcher 

Greenwood 

Hosston 

Ida 

Mooringsport . . . 

Shreveport 

Vivian 



No. of 


High 


No 


. of High 


School Teachers 


School Students 


/•. 






64 









54 


; : 






48 
50 


3 






56 


40 






1,287 


7 






145 



63 1,648 



In Louisiana, high schools are organized under the authority 
of the State Board of Education, which sets forth the condi- 



64 

tions a school must meet in order to be recognized asi a State 
Approved High School. At this time in addition to a standard 
school plant and ordinary school equipment, the school must 
operate for a minimum of nine months in the year and have, 
(1) not fewer than three teachers and twenty students in the 
high school department, (2) library facilities to meet the needs 
of the student body, (3) laboratory apparatus and supplies for 
the teaching of biology and either physics or chemistry, and (4) 
fully qualified teachers. The State began several years ago to 
demand that teachers of high school subjects should have a defi- 
nite minimum rating in college hours and this minimum be 
advanced automatically four college hours each session there- 
after. For the session 1922-23, new teachers in high school de- 
partments must show a minimum of 60 college hours, which is 
roughly the completion of three and one-half years of college 
work in a standard four-year college or university. In about 
two years more or three years from now, such teachers must pre- 
sent a diploma from a four-year college. Those that have se- 
cured the status of high school teachers in previous years with 
a lower rating in college hours, retain their status as qualified 
high school teachers, provided they show successful experience 
and make reasonable effort to advance their college standing. 
Detail information in regard to the experience and academic 
and professional training of teachers now" employed in Caddo 
Parish is being given in another section of this report and need 
not be presented here. 

It is the duty of the State Department of Education, acting 
through the high school section of the Department, to inspect and 
report on schools applying for approval as high schools and to 
see that schools recognized as State Approved High Schools 
comply with the general regulations governing such schools. 
These inspections take into consideration the buildings with their 
sanitation and janitor service, the equipment, teachers, course 
of study, school organization, the efficiency of instruction, etc. 
In addition to these visits of inspection, reports are issued from 
time to time dealing with the matters just enumerated. 

Programs of studies and school organization are laid down 
along broad lines by the state authorities, leaving details to local 
initiative of the parish superintendent, supervisors, principals, 



G5 

and teachers. The authority of the several officials is defined 
with sufficient clearness to avoid conflict or friction. 

In Louisiana, high school diplomas are issued by the State 
Department of Education. High school principals furnish, 
upon blanks prepared by the high school department, a trans- 
cript of the high school work of each prospective graduate, and 
to those students that have satisfactorily completed a high school 
course diplomas are issued without cost to the pupil. This not 
only saves the people of the state many thousands of dollors 
annually, but assures to each graduate a standard program of 
studies and the seal of the state upon his credentials should he 
desire to enter college either in the state of out of it. Moreover, 
a permanent record of each graduate is kept on file at the State 
capitol. 

BUILDINGS 

The various high schools of Caddo Parish have modern brick 
buildings except those at Hosston and Ida, which have frame 
structures. Temporary buildings have been erected at Vivian 
and Shreveport because of the great increase in enrollment, and 
plans are going forward for the enlargement of the buildings 
at Greemvood. "With these exceptions the buildings seem ade- 
quate for the present needs. The high school departments are 
fairly well equipped as to laboratories, libraries, and teacher 
aids. The library at Shreveport is greatly in need of a more 
centrally located and better lighted room, as mentioned later 
in this report. 

COURSE OF STUDY 

In addition to the usual literary subjects, home economics 
is offered in all the high schools except one. Manual training 
is offered in the two high schools in Shreveport. The high 
school for whites in Shreveport also offers a couse in commer- 
cial branches. While it is desirable to offer students a varied 
program from which to select their studies, and especially to 
introduce what are called practical studies, school authorities 
are required to take into consideration the principle of economy. 
From the standpoint of unit cost, therefore, it is not feasible to 
offer as broad selection in small high schools as in large ones. 
Perhaps the courses offered are all that could be justified. "We 



C6 

are of the opinion, however, that it would be feasible to have 
a course in commerce at Vivian as this is a fairly large high 
school. Girls here are rightly offered a choice between home 
economics and the literary course, but no choice of courses is 
open to the boys. We would advise the introduction of either 
manual training or commerce, so that all boys would not be re- 
quired to follow one program regardless of their tastes or abil- 
ities. 



SHREVEPORT 



The junior and senior high schools are in neighboring build- 
ings on the same lot. They are administered by a principal and 
an assistant principal, the latter giving his time to the junior 
high school. The junior high school has only two grades — sev- 
enth and eighth — with an enrollment of 638 in the seventh grade 
and 515 in the eighth grade, or a. total of 1,153 pupils. One 
group of teachers is assigned to the seventh grade classes and 
another group to the eighth grade classes. The work of the 
eighth grade, being of high school rank, counts toward high 
school graduation. The senior high school is composed of grades 
nine, ten and eleven, with numbers, respectively, of 306, 263, 
and 216, or a total of 785 pupils. There are 40 teachers as- 
signed to grades eight to eleven, inclusive. There are two li- 
brarians — one for each building — and a secretary to the prin- 
cipal. 

HIGH SCHOOL BUILDING INADEQUATE 

The senior high school building is a good type of school 
architecture and well constructed, but falls short in some im- 
portant particulars. The inadequacy of the building is recog- 
nized by the school authorities, and we understand that plans 
are going forward to give relief. The stress in regard to high 
school facilities has been brought about as in the case of elemen- 
tary school facilities, by reason of rapid growth in school popu- 
lation, a dull bond market, and heavy building costs. We shall 
here point out some of the features in which present facilities 
handicap the school most. 

1. Not Large Enough: There is not sufficient floor space 
to accommodate all the children of the ninth, tenth, and eleventh 



67 

grades, due to the great increase in those grades during the past 
few years. It is only some four years ago that the students 
of the seventh and eighth grades were housed in this huilding 
in addition to the senior high school students. Now there are 
1,153 students in the seventh and eighth grades alone, compris- 
ing the junior high school and housed in the old high school 
building. A corresponding increase in the senior high school 
has brought the enrollment there to 785. It would require at 
least fifty per cent more space to serve the needs. On account 
of the lack of rooms and floor space, departments are cramped 
and an excessive number of students is assigned to a large pro- 
portion of classes. This congestion and inadequate accommo- 
dations for home economics, manual training, library, and the 
commercial department greatly hamper the efficiency of the 
school. 

2. Home Economics Cottage Needed : The home economics 
department has two rooms on the third floor and one in the 
manual training building in the yard. The rooms are scattered 
and inadequate in size, except the one used as the sewing room. 
This department is greatly in need of more space and a more 
satisfactory arrangement of the space. It is coming to be the 
policy to install home economics in a special building planned 
largely on the model of a modern home in order that girls may 
have as natural a setting as possible in connection with the 
instruction and activities which are to function in the home. 
A frame building of such design for this department would 
give superior accommodation for it and release rooms for other 
purposes. 

3. Better Library Facilities Needed: The crowded condi- 
tions have forced the library into the basement, which is very 
undesirable from the standpoint of convenience and lighting. 
The library and reading room should be centrally located and 
of easy access to students. It should be large, well-lighted, and 
equipped with modern fixtures for the proper handling of this 
valuable feature of high school education. Training in the use 
of a library for reference and general reading, and for becoming 
familiar with the best periodical literature is a matter of very 
great importance, and the school that lacks in such facilities 
falls short of its best service. The school should cultivate in 



68 

children the practice of reading the daily papers and the weekly 
and monthly periodicals in order that they may grow up in in- 
telligenct contact with important public questions. By means 
of such reading and by means of properly selected collateral 
readings, students will become acquainted with the represen- 
tative literature of our language and form the habit of read- 
ing which will constantly enlarge their intellectual horizon 
throughout life. At best, the school can instruct for only a 
few years, while periodicals and books will be available for all 
time. Also, books constitute the laboratory in history and lit- 
erature, as apparatus and materials are the laboratory in sci- 
ence. It is therefore highly important to give every facility for 
this training and to this end to have a suitably located, well- 
appointed, and well-lighted library and reading room. 

4. Auditorium Needed: The senior high school building 
was planned without an auditorium. It was thought doubtless 
that the auditorium on the third floor of the former high school 
building nearby would serve both buildings. The old audi- 
torium has been divided into classrooms to meet pressing needs, 
so that at this time neither the senior nor the junior high school 
has an auditorium. The auditorium can play an important part 
in administration in making announcements and in developing 
those elements of school spirit and community loyalty that are 
valuable assets both in the school life of the child and in adult 
community life. The auditorium makes possible a special type 
of training through voluntary student organizations which or- 
dinary school procedure will leave almost untouched. It will 
serve for special programs and lectures from time to time, for 
such important occasions as graduation and for the meeting of 
citizens in the interest of social and educational welfare. 

5. Manual Training Building: A one-story, two-room, 
frame building is used for manual training. In these rooms are 
the stock, machinery, work benches, drawing tables, etc. There 
are 150 students taking the course. They showed much interest 
in their work and the specimens showed good individual effort. 
There are perhaps many more boys that would take this course 
if there were facilities. A practical course in manual train- 
ing serves the educational and the vocational needs of a com- 
munity. Such a course deserves to rank in importance along 



69 

with the literary course, the commercial course, or any other. 
For this reason it would not be too much to desire to see it 
given adequate housing and ample apparatus. 

6. Science Laboratories for the Junior High School: The 
junior high school offers in the science group, commercial geo- 
graphy, physical geography, physiology, botany, and zoology. 
This is pursued mainly as a reading or text course, and thus 
comes far short of the type of work in science we expect in a 
high school. Science study should grow out of things themselves, 
reading matter being used to secure information not otherwise 
attainable, and to give system and finish to the course. In most 
other subjects pupils depend upon the opinions of others, but in 
science they can see for themselves and form original judg- 
ments. This is one of the great functions of science study. Also, 
the laboratory course in science makes things concrete and 
definite — not a matter of mere verbal memory. There should be 
ample laboratory facilities for handling science work in this 
manner in the junior high school. 

7. Commercial Department in Need of More Space : There 
are two basement rooms for the commercial department — one a 
corner room for bookkeeping and the other for stenography and 
typewriting. This latter room is small and poorly lighted. We 
found interested students in this department in spite of their 
handicaps. We were informed that more students would like 
to work in this department but could not because of lack of ac- 
commodations. 

This department is evidently serving the school well as far as 
its facilities go. Its service would be greatly increased with 
ample floor space and equipment, with attractive, well-lighted, 
and conveniently arranged rooms. 

8. Lunch Rooms: There is a lunch room in the basement of 
the junior high school and also one in the basement of the 
senior high school. Perhaps these departments are as well 
handled as they could be considering their location and the space 
available. They are very popular, being patronized by a large 
proportion of the students. They evidently serve a real need 
and deserve good housing. The lunch room facilities are inade- 
quate for the large number taking lunch at school. The counter 
arrangement should provide sufficient space for holding por- 



70 

tions of food ready for service. It is desirable also to have ample 
space for tables with seats. Ample light and space and whole- 
some surroundings are very desirable features in connection 
with cafeterias. 

HOUR PERIODS 

It has been customary in Louisiana and in the country gen- 
erally to have in the high school, class periods of 40 to 45 minutes 
with double periods of 80 to 90 minutes for science laboratory 
periods and for the so-called practical studies. These uneven 
periods are hard to administer, and often work to the disadvan- 
tage of students in making their daily schedule. To eliminate 
this difficulty and at the same time provide for a more desirable 
type of procedure in the recitation, the state authorities are 
recommending that all high school periods be 60 minutes in 
length. "We find that the class periods in the Shreveport high 
school are 60 minutes in the clear, about five minutes being al- 
lowed for students to pass fom one classroom to another. 

It is desired that some considerable portion of each recitation 
should be given to directed study on advance work, and this 
cannot be done very well with less than hour periods. It is de- 
sired that the class period should be divided about as follows: 
The first fifteen minutes for review and written test on the pre- 
vious lesson, the next fifteen minutes for presenting and ex- 
plaining the new lesson and pointing out a method of attack 
and source of material, the remaining thirty minutes for quiet, 
intensive study of the new lesson. With some subjects this will 
give sufficient time for the preparation. For other studies the 
student will have one or more vacant periods during the day for 
additional study. Then, too, as required, this study can be sup- 
plemented by home study. 

The new type of recitation has been fostered in Louisiana 
only this year, and has not gotten into complete operation as yet. 
We find that a portion of the teachers in the high school here 
utilize this type of recitation, but others, and perhaps the lar- 
ger proportion, use the major portion if not all of the 60 min- 
utes with the usual class procedure. As a beginning it is perhaps 
well to develop the new type gradually, only as fast as teachers 
grasp the significance of it and acquire proper technique. The 



71 

plan seems sound and suited to modern school conditions. We 
advocate its complete use in the future. 

We have observed class work in all departments. Many recita- 
tions came up to a very good standard, some were average, and 
some left much to be desired. There were very few of the last 
type. Teachers appear to have scholarship and an understanding 
of the principles of teaching. There are evidences of careful 
planning and preparation. The recitation seems to have some 
definite objective, which being in the mind of the teacher, comes 
to be perceived by students. The attitude of students toward 1 
their teachers was noticeably good. Where people have to co- 
operate in the outcome to the extent necessary in the case of 
teacher and pupils, an agreeable relation founded on mutual con- 
fidence and respect is absolutely essential. The fact that a good 
relationship exists is evidence of a high order that the adminis- 
tration and teaching are wholesome. It is also a testimonial of 
the fairmindedness of parents. It is so easy for parents to be 
too critical and, without wishing to do so, poison the mind of the 
child against the school and its operations. It can easily be seen 
that such a student will not be responsive to the school programs 
and the demands of teachers. Work will be slighted and in- 
differently done. Who suffers? Mainly the child. The home 
has' a greater share and a greater responsibility in the final re- 
sults than the home fully appreciates. 

HEADS OF DEPARTMENTS 

There are head teachers of English, history, mathematics, 
science, etc. These head teachers hold conferences with tlmse 
in their departments to promote mutual cooperation to see that 
the general features of the course of study are followed, and to 
aid one another in the largest service to the children. This plan 
enables the principal to delegate to the head teacher some re- 
sponsibility that would thus otherwise fall upon him. The head 
teacher in each department is able to speak with authority by 
reason of this responsibility. The resourcefulness and initiative 
of department teachers will be called forth by a policy of this 
kind, and the form of school administration that calls forth these 
qualities justifies itself. 



72 

DAILY SCHEDULE 

School begins at 8 :30 a. m. and closes at 2 :20 p. m. with an 
intermission of 30 minutes for lunch. The school day has been 
on this basis for three months, having been entered upon as the 
result of a referendum vote of students after the matter had 
been discussed in the homes for a week or two. We do not be- 
lieve the plan is in the best interests of the school. In view of 
unsatisfactory conditions for home study, the tendency now is 
toward a longer schoolday with provision for supervised and di- 
rected study, both to insure a definite minimum of preparation 
in connection with the various studies, and to insure that in the 
preparation of lessons students will have only such help in kind 
and quantity as will call forth their own activities. In some 
homes, children get no help because there, is no one competent to 
give it in these higher studies. In other homes, the tendency is 
for parents to give too much assistance. Then, too, there are so 
many diversions after school hours both for parents and chil- 
dren that suitable preparation is well-nigh impossible. There- 
fore, to insure such preparation, and to provide desirable con- 
ditions for study, and to relieve parents from attempting to 
teacli school at night, a work for which the} 7 will generally lack 
both the technical and professional training to perform with the 
greatest profit to the children, it would seem the part of wisdom 
to have a school day and a program that would provide time for 
study at school and depend less upon home study. Home study 
would be reserved only to enlarge, supplement, or review what is 
done in school. Also, there are more things in school than so 
much English, mathematics, language, science, etc., and time 
should be found for giving proper attention to physical train- 
ing, public school music, drawing, assemblies and voluntary 
student organizations. Many thoughtful people believe the time 
is coming when the schools will make proper provision for all of 
these needs and that we shall have a school day wherein the child 
will carry on his work just as there are definite hours within 
which adults carry on their work. At the present time there are 
five periods in the school day, in four of which each student is 
in a special recitation. That leaves but one period for indepen- 
dent study. 



73 

GUIDING STUDENTS IN DECIDING UPON A COURSE OF STUDY 
HOW COURSES ARE MADE 

Sometime before the close of either the first or second term, 
when students are about to complete the eighth grade, and thus 
about to enter upon senior high school work, the principal by use 
of blackboard, mimeographed material (shown in Exhibit X), 
and discussion, explains what the high school has to offer, the 
nature of the courses, college requirements in most colleges, the 
conditions under which a high school diploma can be earned, 
and the kind of preparation needed for different undertakings. 
Sheets are handed the children to take home and check in con- 
sultation with parents. In this way the student's course is pre- 
pared. On these sheets are found in columns according to pro- 
grams the prescribed and elective subjects and the years in 
which they come. 

For purposes of enrollment, recording attendance, and gen- 
eral administration, children are divided into sections of 30 to 
40, each section being assigned to some teacher, who becomes the 
home teacher and student adviser for that group. After the above 
sheets are marked they are then returned to the home teacher, 
who examines them and offers such suggestions as seem best. 
This sheet is finally filed with the principal, and becomes the 
guide in assigning pupils to sections on the daily program. For 
sound reasons, of course, permission will be granted for a stu- 
dent to modify his program. This plan has considerable merit. 
Educational guidance, and, to some extent, vocational guidance 
are involved. 

EXHIBIT X-l. 

Enrollment Blank for Senior High School. 

Pupil's Name ....Address 

How will you be classified this next term — 

(State whether B Soph, A Soph, etc.) 

Unless you pass in three subjects, your classification for next 
term will be the same as this term. 

Be sure that you are familiar with the requirements for 
graduation. You can secure a copy of the. same in the Secre- 
tary's office. If any other information is wanted ask the Prin- 
cipal. 

If you are a Senior, and expect to graduate either at the close 
of the second term or at the close of the summer school, be sure 
that you are taking the things necessary for your graduation. 



74 

Underscore the subjects you wish to take this term: 

English — French — 

B Soph— A Soph B Soph— A Soph 

B Junior — A Junior B Junior — A Junior 

B Senior — A Senior B Senior — A Senior 

Mathematics — History — 

B Plane Geometry Ear. Eur. B — Ear. Eur. A 

A Plane Geometry Mod. Eur. B— Mod. Eur. A 

Solid Geometry American B — American A 

Plane Trigonometry Economics — Seniors only 

Advanced Arithmetic 

Science — Domestic Science — 

Botany A Soph B — Soph A 

Zoology B — Zoology A Junior B — Junior A 

Physics B — Physics A Senior B — Senior A 

Chemistry B — Chemistry A 

Latin — Commercial — 

Caesar B — Caesar A Bookkeeping 

Cicero B — Cicero A Shorthand B 

Vergil B — Vergil A Shorthand A 

Typewriting 

All pupils must take four subjects. Only those whose record 
the first term was exceedingly high can take five subjects. There 
are very few pupils competent to carry five. 

Pupils going to college should take 2 years of some foreign 
language; also second year algebra, if possible. Solid geometry 
and physics are required for entrance into most schools of en- 
gineering. 

EXHIBIT X-2. 

Shreveport High School. 
Requirements for Graduation: 

All pupils must offer sixteen units of work, a unit being five 
recitations each week for thirty-six weeks. There must be not 
fewer than three majors and not more than two electives, a 
major being three or four units, and an elective only one unit 
in a subject. All pupils must include in the sixteen units the 
following subjects and units : 

English, three units ; Algebra, one unit ; Plane Geometry, one 
unit; Foreign History, one unit; American History and Civics, 
one unit; Biological Science, one unit (one unit in either Bo- 
tany, Zoology, or Physiology, or one-half unit in any two of 
them) ; Physical Science, one unit (one unit in either Physics 
or Chemistry). All recitations are sixty minutes in length, a part 
of which time is given to study under direct supervision of the 
classroom teacher. 



75 



Subjects for Each Grade. 



Sophomore or 9th 
Required : 

English 
Elective : 

Latin 

French 

Botany 

Zoology 

Domestic Science 

Ancient History 

Art 

Bookkeeping 

Shorthand 

Typewriting 



Junior or 10th 
Required : 

English 

• Plane Geometry 
Elective : 

Latin 

French 

Botany 

Zoology 

Domestic Science 

Physics 

Chemistry 

Ancient History 

Modern History 

Art 

Bookkeeping 

Shorthand 

Typewriting 



Senior or 11th 
Required : 
American History 
and Civics 
Elective : 
English 
Latin 
French 
Botany 
Zoology 
Pl^sics 
Chemistry 
Domestic Science 
Solid Geometry 
Plane Trigono- 
metry 
Advanced Algebra 
Art 

Economics 
Ancient History 
Modern History 
Bookkeeping 
Shorthand 
Typewriting 

No pupil will be permitted to take more than four units of 
work without the permission of the principal, and no one will 
be allowed to take less than that amount without gaining such 
permission. 

The requirements for admission to the various departments 
of most of our standard universities and colleges are here given 
in High School Units : 






<! w 

English 3 

Algebra ' iy 2 

Plane Gometry 1 

Solid Geometry 

History 1 

Foreign Language 2 

Science 1 

Elective . . ey 2 



bo 



if) 



3 

i 

y 2 
i 

2 
1 
6 



3 
1 
1 

1 
2 
1 
7 






3 

iy 2 
i 



1 

2 
1 

8% 



76 

Shreveport High School is a member of the Southern Asso- 
ciation of Colleges and Secondary Schools. Its graduates are 
admitted without examination to all institutions that accept 
students upon the certificate plan. They are admitted, how- 
ever, only when approved subjects have been taken. 

Harvard, Yale, Princeton, Boston Tech, Smith, Vassar, 
Wellesley, Radcliffe, Bryn Mawr admit by examination only. 

Latest catalogs of all prominent institutions may be found in 
the principal's office. Pupils are urged to look up the specific 
requirements for admission into the institutions they wish to 
enter. 

Monthly Report on Failures. 

At the end of each school month teachers make a written re- 
port to the principal on the number of failures in each of her 
classes with the causes in each case (shown in Exhibit Y). The 
principal analyzes these reports which become the subject of 
discussion in a faculty meeting monthly. Conferences are held 
with the students individually in regard to these failures, and 
as occasion requires, students are assigned an hour of special 
study at the end of the school day and such assignment continues 
until the deficiency has been made up in a satisfactory manner. 
Except for some special subjects like Latin, French, etc., these 
students are assigned to two teachers for this special work. The 
teachers take their turn in this assignment. We commend this 
as a mean of checking up the results both as concerns teachers 
and students. It is the duty of the principal to know where 
the system is failing, to find out the cause, and to apply the 
remedy. With these reports in hand and with personal confer- 
ences with teachers and failing students there is strong prob- 
ability that the cause can be determined, the responsibility fixed, 
and an appropriate remedy applied. 

No data are in hand, but the principals of both the junior and 
senior high schools state that these failures are now between 
nine and ten per cent. This is a good showing; it is better than 
the general average in the country'. To this end the system of 
checking up on failures must have contributed considerably. It 
is not possible to eliminate failures. That is not possible in deal- 
ing with wood, and stone, and steel, much less so in dealing with 
the varying human equation — its different degrees of ability, 
ambition, effort, and a hundred accidental conditions affecting 



77 

health, school attendance, and a systematic procedure. The 
school is under the highest obligation, however, to do all in its 
power to hold failures to the minimum. 

EXHIBIT Y. 

Monthly Report of Failures. 

Room Teacher 

Month, from to 

(The appropriate subject would be entered here.) 

1. No. in class Per cent passed Per cent failed 

Names of failures : Cause 

2. No. in class Per cent passed Per cent failed 

Names of failures : Cause 

3. No. in class Per cent passed Per cent failed 

Names of failures : Cause 

4. No. in class. . . . . .Per cent passed Per cent failed 

Names of failures : Cause 

5. No. in class Per cent passed Per cent failed 

Names of failures : Cause 

Per cent of all five classes failed passed 

List of causes : Insert proper numeral under cause of failure 
of pupils. 

1. Irregular attendance. 2. Not enough home study. 3. Out- 
side attractions. 4. Outside duties. 5. Indifference. 6. Inatten- 
tion in class. 7. Lack of application. 8. Physical disability. 
9. Does not make up work missed. 10. Poor foundation. 



There are three broad principles that should govern in mak- 
ing a course of study. First, the student's program of studies 
should give him contact with a large variety of human ex- 
periences. This is the principle of distribution, and to this end a 
maximum of four units in one subject or group of subjects is 
allowed, and certain definite subjects that all students must 
carry are prescribed. Second, the program of studies should 
hold the student to the pursuit of a certain subject or group 
of subjects through several sessions until he has acquired the 
power of sustained reasoning in that field. This is the principle 
of sequence. Third, under the general guidance of the faculty, 
the student should be allowed to select such additional subjects 



78 

as suit the taste and are likely to be of special service to the 
particular student. This is the principle of election. 

It is in agreement with these principles that the state has pre- 
pared the course of study and laid down the requirements for 
high school graduation. The requirements for graduation are 
as follows : 

1. The student must submit a total of sixteen units, and of 
these the following subjects are required of all : English, three ; 
mathematics, two (algebra, 1, geometry, 1) ; history, two (for- 
eign history, 1, American history and civics, 1) ; science, two 
(a biological science, 1, either physics or chemistry, 1). 

2. The student must not submit fewer than three majors (a 
major is three or four units in one branch, such as mathematics, 
science, etc.) and may submit not more than two independent 
subjects that have been pursued for but one year each. 

3. Within the above limitations, the student is free to select 
the additional seven units. It will be noticed that some election 
is permissible even in those subjects that are prescribed. The 
unit in foreign history could be early or modern European his- 
tory or the history of England. The unit in biology could be 
made by a combination of botany, zoology, and physiology, and 
the unit in physical science would be physics or chemistry. The 
student's program is made up, therefore, in obedience to the 
principles of distribution, sequence, and election, and the gen- 
eral conditions of graduation control in making up the program 
for a particular student. These general conditions are not the 
result of any sudden decision nor the conclusion of any one in- 
dividual. They are the evolution of the past twenty-five years 
from the thought and experience of Louisiana educators modi- 
fied by their contact with progressive school systems through- 
out the country. High school programs are administered in 
Shreveport and Caddo parish in conformity with the state re- 
quirements. 



79 

How these principles and requirements work out in practice 
is shown by the following exhibit which presents the subjects 
taken and the units earned by nine representatives graduates 
from the Shreveport high school in 1921. 

CASE 1 Science .• 3.5 

English 3 Commerce 1 — 17 

Mathematics 4 

History 3 CASE 6 

Science 3 English . . 4 

Commerce 3.5 Mathematics 3 

Manual Training 1 — 16.5 History . . x 4 

Latin 2 

CASE 2 Science 3 

English 4 Commerce 1 

Mathematics 3 Home Economies' 1—18 

History 3 

Latin 3 CASE 7 

Science 2 English . . 4 

Home Economics 2 — 17 Mathematics 4 

History 3 

CASE 3 Science 3 

English 4 Commerce 2 — 16 

Mathematics 3 

History . . , 4 CASE 8 

French 1 English 4 

Science 3.5 Mathematics 3 

Manual Training 1 — 16.5 History 2 

Latin 2 

CASE 4 French 3 

English . . 4 Science 2 

Mathematics 3 Home Economics 1 — 17 

History 3 

Science 2.5 CASE 9 

Home Economics 4 — 16.5 English 4 

Mathematics 3 

CASE 5 History . 2 

English 4 Latin . . 2 

Mathematics 3 French 3 

History 3.5 Science 2 

Latin 2 Home Economics 1 — 17 



80 



In accordance with the principles stated, a student may make 
up his total of sixteen units from a large list of subjects usually- 
found in the high school program. The unit value assigned such 
subjects by the state is here presented. 



Unit Value of High School Subjects. 



Subject — V 2 yr. 

English . . 

Algebra 

Geometry (plane) 

Geometry (solid) 5 

Secondary Arithmetic * 

Latin 

French 

Spanish 

World War and What Was 

Behind It 5 

Early European Civilization 

Modern European Civilization . . 
American History and Civiliz.. .. 

Sociology 5 

Economics 5 

Physical Geography 5 

Commercial Geography 5 

Physiology 5 

Botany 5 

Zoology 5 

Physics 

Chemistry 

Agriculture 

Home Economics 

Bookkeeping 

Commercial Arithmetic * 5 

Commercial Law 5 

Typewriting . 5 



Stenography 



Manual Training, Music and 
Drawing — Two periods count 
for one, special teacher. 

Physical Training — 20 minutes a 
day minimum for 4 years, 1 
unit. (This must be under di- 
rection of State Director of 
Physical Training). 

Piano 



1 yr. 
1 

1 
1 



2 yrs. 
2 
2 



3 yrs. 4 yrs. 
3 4 

(2ndyr. in 11th)! 



(11th grade subject) 
12 3 

12 3 

1 2 



1 
1 
1 (11th grade subject) 



or 
or 



(30 words net per minute, 36 
weeks minimum) 

1 (60 words net per minute, 
36 weeks minimum) 



*One-half unit credit will be given in either secondary arithmetic 
or commercial arithmetic, but not in both. 
§ Second year in 11th grade. 



81 



The table following shows how many students in a class of 
125, graduating from the Shreveport High School in 1921, 
earned from one to four units in the different groups of sub- 
jects. 



English — Students 

4 years 89 

3 years 36 

Mathematics — 

4 years 1G 

3.5 years 20 

3 years 85 

2.5 years 1 

2 years 3 

History— 

4 years 31 

3.5 years 10 

3 years 54 

2.5 years 9 

2 years 21 

Science 

4 years 18 

3.5 years 11 

3 years 41 

2.5 years 30 

2 years 25 

Commerce — 

4 years 3 

3. 5 years 5 

3 years 4 

2.5 years 1 

2 years 14 

1 . 5 years 5 

1 year IS 



Latin — Students 

3 years 13 

2 years 20 

Music and Art — 

2 years 1 

1 year 6 

Home Economics — 

4 years 14 

3 . 5 years 1 

3 years 14 

2 years 13 

1 year 21 

French — 

3 years 15 

2 years' 34 

1 year 24 

Manual Training — 

3 years 1 

2 years 3 

1 year 23 

Spanish — 

1 year 1 

Agriculture — 

2 years 1 

1 year 2 



An Exhibit to show what subjects students are taking, the 
Number of Sections, and the Number of Pupils in Each Section 
for Session 1021-1922. Shreveport High School. 



English 



Algebra 





Sec- 












('lass 


tions 






Numbers 






8 A 


8 


30, 


19, 


24, 42, 32, 


40, 40, 


40, 


SB 


6 


27, 


31, 


28, 34, 37, 


32. 




9B 


o 


41, 


37, 


38. 






9 A 


5 


30, 


21, 


32, 36, 38. 






10 B 


3 


22, 


28, 


33. 






10A 


4 


41, 


42, 


40, 3S. 






11 B 


2 


23, 


25. 








11 A 


3 


40, 


37, 


37. 






8 A 


8 


31, 


33, 


2:.. 25, 30, 


27, 33, 


28. 


SB 


6 


39, 


19, 


35, 4C, 25, 


39. 




11 A 


1 


IS. 











82 



Sec- 
Class tions 



Botany 

Zoology 

Physics 

Chemistry 

Geometry 

Secondary Arithmetic. 
Commercial Arithmetic. 
History 



Commercial Geography 
Physical Geography.. . 
Latin 



French 



Domestic Economy 



Manual Training 

Typewriting and Sten- 
ography 

Bookkeeping 



8A 
9 A 



A 
B 



8B 

8 A 
9B 

9 A 
10 B 

10 A 

11 B 
11 A 

8A 



Numbers 

39, 25, 30, 30, 16, 20. 
15, 20. 

25, 27, 22, 21, 23. 
36, 39, 32. 

21, 25, 24. 
33. 

31, 29, 22. 
20, 18. 

26, 30, 32, 30, 30, 22. 
30, 27, 34. 

24, 18. 



39. 

27, 27, 30, 28, 

40, 38, 43, 39. 
41. 

39, 35, 33. 

40, 40, 38. 

41, 43, 41, 32. 
34, 27, 35.- 
32, 35, 37, 38. 

17. 

30. 



19. 



8B 


2 


34, 


31. 






8 A 


3 


30, 


25, 


37. 




9B 


1 


22. 








9 A 


1 


24. 








10 A 


1 


15. 








11 A 


1 


9. 








9B 


3 


28, 


32, 


38. 




9 A 


5 


25, 


22, 


30, 2 


2, 34 


10 B 


2 


26, 


24. 






10 A 


2 


34, 


25. 






11 A 


1 


29. 








8B 


3 


22, 


28, 


24. 




8 A 


3 


32, 


31, 


29. 




9B 


2 


25, 


26. 






9 A 


2 


28, 


28. 






10 B 


1 


28. 








10 A 


2 


17, 


24. 






11 B 


1 


16. 








11 A 


1 


24. 









20, 20, 20, 20, 20. 
14, 11, 12, 13, 10. 
20, 15, 18, 20, 18. 



S3 

RESULTS OF TESTS IN READING, LATIN, AND ALGEBRA IN 
CERTAIN HIGH SCHOOLS IN CADDO PARISH 

Tests in Reading 

We here present the test in reading given to all high school 
students in Shreveport, Belcher, Hosston, Vivian, and Green- 
wood. This test was given to the high school students in the 
Shreveport Colored High School, a state recognized high school. 

No. 1 

The Chinese believe that whatever their ancestry did, they 
must do. Since their fathers had no railways, telegraphs, or 
telephones, they must have none. They dislike new things. 
Will you expect to find the civilization of China modern or an- 
cient ? 



Rate value S. 
Comprehension value 3. 



No 2. 



The tighter a wire is stretched the higher the tone produced 
when the wire is struck. Two wires are stretched, one with 
fourteen-pound weight pulling on it and another with a ten- 
pound weight pulling on it. Which wire will produce the 
higher tone, the former or the latter? 

Rate value 10. 
Comprehension value 4. 

No. 3 

The battle of Hohenlinden occurred December 3, 1800, dur- 
ing one of Napoleon's campaigns. The battle was fought be- 
tween the French under Moreau on the one side, and the Aus- 
trians under Archduke John on the other side. In this battle, 
Archduke John led the army of what country? 

Rate value 9. 

Comprehension value 5. 

No 4 

Ocean currents are caused by the wind. North of the equa- 
tor the currents of the Indian Ocean move generally eastward 
during the summer and westward during the winter. Cejdon 
is in the Indian Ocean, north of the equator. Underline the 



84 

word below which tells in what direction the wind generally 
blows there in December. 

South East West North 

Rate value 11. 
Comprehension value 5. 

No. 5 

"There seems to be a notion abroad that the United States 
cannot hold the Monroe Doctrine and a vigorous foreign policy at 
the same time. The American eagle,, let it be understood, has 
two claws, not to mention a serviceable beak." 

After reading the above paragraph, if you think the author 
seems to think the United States can maintain both the Monroe 
Doctrine and a vigorous foreign policy, underline both the 
phrases ; if only one of them, underline it. 

Monroe Doctrine Foreign Policy 

Rate value 17. 
Comprehension value 5. 

No. 6 
The wall inclosing the whole island to the water's edge, 
built for the double purpose of bulwark against the river and 
defense against the mob, was said to have rendered the palace 
unfit for constant occupancy insomuch that the legates aban- 
doned it and moved to another residence. 

Underline the word that tells us what it was that rendered 
this palace unfit for occupancy. 

Rate value 13. 
Comprehension value 6. 

No. 7 
Bone is composed of mineral matter and animal matter. The 
former gives it rigidity, the latter toughness. Yesterday I 
placed a bone in the fire and it burned thoroughly. Today 1 
found that it breaks readily. What kind of matter was re- 
moved from it in burning? 

Rate value 9. 
Comprehension value 6. 

No. 8 
When the air is heavy the liquid in a barometer rises, and 
when the air is light the liquid falls. Suppose the barometer 



registered ten degrees lower at V2 o'clock than it did at 8 o'clock. 
At which time was the air heavier? 



Rate value 9. 
Comprehension value 6. 



No. 9 



The mystery surrounding his own presence in the palace 
tended to make Ben Hur nervous; so now. when in the tall, stout 
stranger he recognized the Northman, whom he had .seen crowned 
only the day before as the winning pugilist; when he saw the 
man's face, .scarred with the wounds of many battles; when he 
surveyed the fellow's naked limbs, very marvels of exercise and 
training and his shoulders of great breadth, a thought of per- 
sonal danger started a chill along every vein. 

If Ben Hur had a feeling of admiration for the Northman, 
put a line under shoulders: if he had a feeling of fear, put a 
line under nervous. 

Shoulders Nervou.s 



Rate value :'.!. 
Comprehension value 7. 



No. 10 



A little bird sits at his door in the sun. 
Atilt like a blossom among the leaves. 
His mate feels the eggs beneath her wings, 
And the heart in her dumb breast flutters and sings. 
He sings to the wide world and she to her nest. 
In the nice ear of Nature, which song is the best? 
Put a line under the word that tells to what the mother bird 
is singing her song. 

World Nature Her Mate Nest Children 

Rate value 16. 
Cbrhprehensive value ... 

No. 11 

Be still, sad heart, and cease repining, 
Behind the clouds is the sun still shining, 
; Thy fate is the common fate of all. 
Into every life some rain must fall. 
Some clays must be dark and dreary. 



86 

Draw a line under the word below which best suggests the 
thought of the above stanza. 

Sorrow Hope Anger Fear Remorse 



Rate value 12. 
Comprehension value 8. 



No. 12 



As we reached the Blue Hills, a flush of purple fire blazed 
out from above the horizon, and turned the dewy teardrops of 
flowers and leaf into rubies and diamonds. In a few seconds 
the everlasting gates of the morning were thrown wide open, and 
the lord of day, arrayed in glories too severe for the gaze of man 
began his state. 

In this paragraph, to what is the rising sun likened? 

Rate value 14. 
Comprehension value 19. 

This is the Monroe Standard Silent Reading Test III, Form 
1, designed for use in grades nine, ten, eleven, and twelve, or the 
four high school years in those systems having eight .years* in 
the elementary .school — a condition which generally prevails in 
the Northern States. This is commonly called the eight-four plan. 
We have of course given the test to grades eight, nine, ten and 
eleven, as those are the four high school years in Louisiana 
where the seven-four plan is in use. The presumption is that 
students in systems using the eight-four plan would be one year 
older than in those systems using the seven-four plan. It would 
be interesting to see how the performance of the supposedly 
younger children, grade for grade, in Louisiana compares with 
the standard in the Monroe scale. 

Every paper is to give two scores; a rate score and a'compre- 
hension score. The rate score has been so chosen that it repre- 
sents the number of words read per minute when reading care- 
fully, as in this test. The comprehension score represents a 
measure of the pupil's ability to understand or comprehend what 
he reads. 

Tables I to VII show the results in the Monroe Standard 
Silent Reading Test III, Form 1, in several high schools in Caddo 
Parish. 



87 

The colored high school shows a very low average. In rate 
they reach about two-thirds of the standard and in comprehen- 
sion about one-half the standard. 

Among the white schools Hosston and Vivian fall somewhat 
below the standard in all grades in both rate and comprehension. 
Greenwood is not far from the standard, except the third and 
fourth years in rate. Belcher and Shreveport make rather 
high scores in both rate and comprehension. In rate high scores 
were made by the eighth and eleventh grades in Belcher, and by 
the eighth and ninth grades in Shreveport. In comprehension 
high scores were made by the eighth, ninth, and eleventh grades 
in Belcher and by all the high school grades in Shreveport. 

Under proper training in reading there is a fair correlation 
between rate and comprehension ; i. e., the student that reads 
rapidly will comprehend readily. It is possible to train for 
rapidity without corresponding results in understanding. Calling 
words is not reading — comprehension is the thing. In com- 
prehension we find that three out of five eighth grades ex- 
ceed the standard for the first high school year; two out of four 
ninth grades exceed the standard; one tenth grade exceeds the 
standard, and one just about reaches it; in the eleventh grade 
two exceed the standard and one just about reaches it. On the 
average, we could say, therefore, that these high school grades do 
as well in comprehension as students of corresponding high 
school grades in systems having the eight-four plan. 

Hosston and Vivian should give more attention to training 
in silent reading. Belcher, Greenwood, and Shreveport reach 
satisfactory results in comprehension, showing that silent read- 
ing has had more emphasis in these schools. Shreveport has 
64 per cent of the high school students tested, and here we find 
the reading ability of children well developed, all grades ex- 
ceeding the standard in comprehension. 



88 



Table No. I 
Monroe's Standard Silent Reading Test III., Form 1 

Belcher, April 21, 1922. 



RATE SCORE 



COMPREHENSION SCORE 







No. of Pupils 










No. o 


l Pupils 








Grades 










Gi 


ades 




Interval 


8th 


9th 


10th 11th 


Interv 


al 


Sth 


9th 


10 th 


Llth 


160-169 










70-81 
67-69 










1 


150-159 


6 






1 


63-66 












140-149 










60-62 

57-59 




1 








130-139 


5 




1 




54-56 
51-53 




1 








120-129 


1 


7 


1 




48-50 
45-47 






2 







110-119 












42-44 






1 






100-109 


1 


1 


3 


3 


39-41 
36-38 




2 




1 






90- 99 












33-35 
30-32 





2 


1 
4 


2 


1 


SO- 89 


o 


2 


•7 


1 


27-29 




I 




1 


1 


70- 79 




o 


5 


1 


24-26 

21-23 




1 

1 









2 




60- 69 




2 







18-20 
15-17 









2 


4 





50- 59 


1 


1 


2 




12-14 




2 





9 


1 


40- 49 











9-11 
6- 8 






1 
1 




1 




30- 39 




1 






3- 5 
0- 2 








1 








Rate 










Corap 


•ehen- 










Score 


135.4 


89 


79.5 103 


. 5 


sion 


Score 


28. 


5 30. 


5 20.5 


37. 



80 



Table No. II 
Monroe's Standard Silent Heading Test III., Form 1. 

Vivian, April 22, 1922. 



RATE SCORE 



Interval 
160-169 
150-159 
140-149 
130-139 
120-129 
110-119 
100-109 
90- 99 
80- 89 



70- 
60- 
50- 



79 
69 
59 



40- 49 
30- 39 

Rate 

Score 



8th 



No. of Pupils 
Grades 
9th 10th 11th 



1 


5 

6 

15 
6 

10 



74 



3 

3 

8 
15 
4 



79.5 



COMPREHENSION SCORE 



Interval 

70-72 
67-69 

63-65 
60-62 
57-59 
54-56 
51-53 
48-50 
45-4 7 
42-44 
39-41 
36-38 
33-35 
30-32 
27-2!) 
24-26 
21-23 
18-20 
15-17 
12-14 

9-11 

6- 8 

3- 5 

0- 2 
Comprehen. 
Score 



8th 



No. of Pupils 
Grades 
9th 10th 11th 



IS 20.5 



20 26.5 



90 



Table No. Ill 
Monroe's Standard Silent Reading Test III., Form 1. 



City High School, Shreveport, April 8, 1922. 



RATE SCORE 



COMPREHENSION SCORE 





, 


No. of Pupil 


s 






No. of Pupil 


s 






Gr 


ildcs 








Grades 




Interval 


8th 


9th 


10th 


11th 


Interval 


8th 


9th 


10th 


11th 












70-72 


1 











160-169 










67-69 


l 





1 















63-66 


2 


1 








150-159 


23 


11 


6 





60 


2 


1 


1 


1 


140-149 













57- 


2 
5 



4 


1 

8 



2 


130-139 


25 


11 


16 


6 


■ 




9 


1 
5 


■> 



3 


120-129 


18 


17 


11 


7 


IT 


8 


1 


2 


1 


110-119 













42-44 

u 


7 
11 


10 
3 


16 


3 

7 


100-109 


36 


13 


23 


9 


36 

5 


16 
12 


4 
5 


11 
19 


9 


90- 99 















15 


6 


15 


3 












29 


19 


7 


16 


8 


SO- 89 


51 


10 


50 


19 




14 


8 


12 


1 


70- 79 


15 


4 


25 


7 


21- 
18 


17 
18 


2 


12 


4 
4 


60- 69 


12 


2 


8 


3 


■17 


10 


3 


1 


2 


50- 59 


12 





1 


4 


9-11 


12 

2 


1 

2 


3 
1 


2 



40- 49 











6- 8 


7 





5 





30- 39 


2 








3- 5 
0- 2 


3 
2 


1 




1 


1 




Rate 










prehen. 










Score 


ioi.s : 


122.6 


86.5 


86.6 


Score : 


28.3 


33.4 


31.7 


33.5 



91 



Table No. IV 
Monroe's Standard Silent Reading Test III., Form 1. 

Hosston, April 21, 1922. 



RATE SCORE 



COMPREHENSION SCORE 







N 


3. of Pupi 

> 


s 




No. of Pupils 
Grades 




Interval 


Mil 






11, h 


Interval 8th 


10th 


nth 


L60-169 








.. 


70-":' 
69 








150-159 


. 






1 


66 








140-149 


















130-139 








1 


; 






i 


120-129 


2 




1 




-47 








110-119 










!1 
38 


1 






100-109 


1 




1 




35 




1 


i 


90- 99 










30-32 

27-29 


1 
1 






80- 89 


4 




2 4 


2 


26 
21 


1 2 
1 


1 


l 


70-79 


2 




3 3 


2 


20 


2 4 


2 


2 


60- 69 


1 




1 




12-14 


1 
3 1 






50- 59 


1 




2 




6- 8 


2 
1 




1 


1 




40- 49 










3- 5 
0- 2 




1 





Rate 










nprehe,n. 








Score 


84.5 


7! 


.:, 82.2 


85 


Score 17 19.7 


19 


20.5 



92 



Table No V 
Monroe's Standard Silent Reading Test III., Form 1. 

Greenwood, May, 1922. 



RATE SCORE 



COMPREHENSION SCORE 







No. of Pupils 
Grades 








No 


of Pupils 
Grades 




Interval 


8th 


9 th 


10th 


Llth 


Interval 


8 th 


9th 


10th llth 


160-169 










70-72 
67-69 


1 








•. 


150-159 


2 




1 




63-66 
60-62 












140-149 











57-59 
54-56 


1 










130-139 


2 








51-53 
48-50 


1 









1 


120-129 


1 






1 


45-47 
42-44 


2 










110-119 











39-41 
36-38 












100-109 


2 




1 




33-35 
30-32 


1 








2 


90- 99 











J7-29 


3 








2 


SO- 89 


6 




3 


3 


24-26 
21-23 


9 






2 




1 

1 


70- 79 


1 




1 


2 


18-20 
15-17 








1 





60- 69 






1 


1 


12-14 
9-11 


1 






1 




50- 59 










6- 8 
3- 5 


1 










Rate 
Score 


89.5 




86 


83 


0- 2 
Comprehen. 
Score 


29 






26 


29 



93 



Table No. VI 
Monroe's Standard Silent Reading Test III.. Form 1. 

Shreveport Colored High School, April 27, 1922. 



RATE SCORE 








o OIPREHEXSIOX 


SCORE 








Xo. of Pupils 










Xo. of Pupil 


s 








Grades 










Grades 






Interval 


8th 


9th 


10th 


llth 




Interval 


8th 


9th 


10th 


llth 


160-169 












39-41 












150-159 
140-149 
130-139 












36-3S 
33-35 






2 






120-129 


1 










30-32 


1 


1 









110-119 












27-29 





2 


5 




1 


100-109 
90- 99 

SO- 89 


2 


4 

7 


4 


1 




24-26 
21-23 


1 
7 


6 
9 


3 
3 





1 


70- 79 


9 


15 


13 


5 




18-20 


4 


6 


5 







60- 69 


7 


7 


7 


4 




15-17 


4 


8 


6 




5 


50- 59 

40- 49 
30- 39 


28 



10 


22 
14 


10 
11 


8 
1 




12-14 
9-11 


7 
9 


15 
5 


15 
4 




5 

2 


20- 29 


14 


3 


6 


1 




6- S 


9 


7 


4 




4 


10- 19 


15 


1 


3 


2 




3- 5 


32 


12 


6 




3 


0- 9 


6 










0- 2 


IS 


3 


1 




1 


Rate 












Comprehen 












Score 


50.3 


56 


57 


57 




Score 


4.7 


13.3 


13.2 


12 


.2 








Table No 


. VII 






















Tlnu- Score 


Co 


mprehension 


Score 





>> 

to 


u 

>> 

C 

CM 


u 

CO 






u 

>. 

CM 


>> 

CO 


u 
>> 

si 


Standard Scores 


86 


87 


94 


100 


24.0 


26.0 


28.6 


32.0 




Belcher t . 


135.4 
89.5 
84.5 
01.3 
74 
50.3 


89.0 

74.5 
122.6] 
78 
56 


79.5 

86 

82.2 

86.5 

82 

57 


103.5! 

83 1 
85 

86.6| 
79. 5| 

57 | 


28.5 
29 
17 
2S.3 
18 
4.7 


30.5 

19.7 
33.4 
20.5 
13.3 


20.5 

26 

19 


37.0 

29 

20.5 


Greenwood 

Hosston 


Shreveport 






Shreveport (Col.) High School) 


13.2 


12.2 



Latin. 

The Henmon Latin Test No. 1 was given to all second, third, 
and fourth year classes. 

This test consists of two parts, a vocabulary test of 50 words 
and a sentence test of ten sentences. Score values are given at 



94 



the left of the word or sentence, the values increasing with the 
difficulty of the word or sentence. 

Henmon Latin Tests. 



1. 


.4 


bellum 


2. 


.7 


populus 


3. 


.7 


primus 


4. 


.9 


facio 


5. 


.9 


duo 


6. 


1.0 


dico 


7. 


1.0 


finis' 


8. 


1.1 


ante 


9. 


1.2 


moveo 


10. 


1.2 


non 


11. 


1.3 


timeo 


12. 


1.5 


dies 


13. 


1.5 


murus 


14. 


1.6 


exercitus 


15. 


1.6 


spes 


16. 


1.7 


tertius 


17. 


1.7 


res 


18. 


1.8 


hie 


19. 


1.8 


post 


20. 


1.8 


virtus 


21. 


1.8 


nihil 


22. 


1.9 


servus 


23. 


2.0 


ego 


24. 


2.1 


filius 


25. 


2.1 


vita 



Vocabulary 






26. 


2.2. 


malus 


27. 


2.2 


is 


28. 


2.3 


mille 


29. 


2.3 


neque 


30. 


2.4 


adventus 


31. 


2.4 


altus 


32. 


2.4 


cur 


33. 


2.4 


princeps 


34. 


2.5 


ager 


35. 


2.6 


appello 


36. 


2.6 


iam 


37. 


2.7 


celer 


38. 


2.7 


fides 


39. 


2.7 


opus 


40. 


2.8 


nam 


41. 


2.9 


miles 


42. 


3.0 


rogo 


43. 


3.0 


tantus 


44. 


3.1 


ibi 


45. 


3.2 


turn 


46. 


3.4 


aliquis 


47. 


3.6 


deligo 


48. 


3.6 


ullus 


49. 


3.7 


praesum 


50. 


4.7 


quisque 



Total Score value. 



106.6 



Sentences: 

Navis parva est 

Sunt viri fortes 

Milites magna cum virtute oppugnabant .... 
Urbs quae eo tempore non munita est. facile capta est 
His rebus cognitis, totus exercitus prima luce discesserunt 
Nuntius matri dixit filium noctu venturum esse 
In eo loco ad multam noctem se defenderunt 
Equites contenderum un quam primum domum pervenirent 
Cui nos qui superati sumus arma nostra tradimus? 
Locus castris muniendis facilis nobis deligendus est 
Total score value ......... 

' Ability and progress in a foreign language are indicated most 
likely by (1) the range and accuracy of the vocabulary, (2) 
by comprehension of connected discourse, or translating the 
foreign language into the mother tongue or translating the 
mother tongue into a foreign language, and (3) by a know- 
ledge of grammar. Words for the vocabulary test were taken 



1. 


1.7 


2. 


2.2 


3. 


2.7 


4. 


3.2 


5. 


3.7 


6. 


4.2 


7 


4.7 


8. 


5.2 


9. 


5.7 


0. 


6.2 




39.5 



95 



from a list of words found in several texts in Caesar, Cicero, 
and Virgil. Their scale values were found by testing a large 
number of students, the words being arranged in the order of 
their difficulty, the easiest coming first, etc. 

Tables VIII to XV show results in Latin in various high 
schools. 



Table No. VIII. 

Henmon Latin Tests. 

Record Sheets. 



Test No. 1 

City — Belcher. 
School — Belcher. 



April 21, 1922 



State Louisiana. 
Class — Caesar 



Teacher — B. N. Lowry. 
No. of years Latin — 2. 



Pupils 



Vocabulary 



:_ m 
q. d 






Sentences 






Case No. 

Case No. 

Case No. 

Cas'e No. 

Case Xq. 

Case No. 

Case No. 

Case No. 

Case Na. 

Case No. 



Class Average 
Standard . . . . 



61.2 

53.9 

37.4 

52.2 

44 

43.7 

84.2 

90.7 

92.2 

81.1 

64 
84 



33 


66 


7.6 


31 


62 


6.6 


24 


48 


10.8 


31 


62 


13.5 


26 


52 


4.4 


26 


52 


4.4 


42 


84 


18.7 


44 


88 


27.6 


46 


92 


17.7 


43 


86 


27.6 


34.6 


69 


13.9 


39 


78 


16.0 



4.7 
4 



Greenwood: M. S. Hassell, Principal. 



30 
30 
40 
50 
20 
20 
60 
80 
60 
80 

47 
40 



Case No. 

Case No. 

Case No. 

Case No. 

Case No. 



63.3 
33.3 
29.2 
84.2 
30.7 



Class Average I 48.1 

Standard 84 



ll 34 


68 


8.1 


3 


I 21 


42 


6.6 


3 


-1 24 


48 


2.7 


1 


! 42 


84 


22.9 


7 


| 20 


40 


2.2 


1 


1 28 


56 


8.5 


o 


39 


78 


16.0 


4 



30 
30 
10 
70 
10 

30 
40 



Shreveport High School. 



Case No. 1. 
Case No. 2. 
Case No. 3. 



87.7 44 

74.8 39 

91.9 44 



78 



1 16.0 


5 1 


18.2 


6 


9.8 


4 



50 
60 
40 



96 



Table No. VIII. — Continued. 

Henmon Latin Tests. 
Record Sheets. 

Shreveport High School 



Pupils 



Vocabulary 



Z. ra 



EG 



X 



Sentences 






Case 
Case 
Case 
Case 
Case 
Case 
Case 
Cas'e 
Case 
Case 
Case 
Case 
Case 
Case 
Case 
Case 
Case 



No. 4. 

No. 5. 

No. 6. 

No. 7. 

No. 8. 

No. 9. 

No. 10. 

No. 11. 

No. 12. 

No. 13. 

No. 14. 

No. 15. 

No. 16. 

No. 17. 

No. 18. 

No. 19. 

No. 20. 



68.6 

87.1 

85.2 

86.1 

35.0 

63.4 

83.6 

93.2! 

40.7 

71.9 

82.3 

78.8 

80.2 

87.3 

88. o; 

90.3 

60.1 1 



Class Average 76. 1 

Standard . . j 84 



36 
43 
43 
43 
23 
35 
42 
45 
26 
38 
40 
38 
41 
44 
43 
44 
34 

39 
39 



72 
86 
86 
86 
46 
70 
84 
90 
52 
76 
80 
76 
82 
88 
86 
88 
68 

78 



9.8 
15.0 
14.5 
23.4 

9.8 
14.0 
23.9 
25.9 

6.6 
18.2 

9.8 

9.8 
18.2 
23.9 
13.5 
17.7 

9.8 

15 

16.0 



40 
50 
50 
70 
40 
50 
70 
70 
30 
60 
40 
40 
60 
70 
50 
60 
40 

50 
40 



Table No. IX. 

Henmon Latin Tests. 

Record Sheets. 

Shreveport Senior High School — Class 10 A. 



3 years of Latin. 



Case 
Case 
Case 
Case 
Case 
Case 
Case 
Case 
Case 
Case 
Case 
Case 
Case 
Case 



No, 
No. 
No. 
No. 
No. 
No. 
No. 
No. 
No. 
No. 
No. 
No. 
No. 
No. 



1 

2 

3 

4 

5 

6 



Class Average | 92.6] 

Standard 



99.3 


48 


96 


26.9 


7 


102.1 


46 


92 


13.5 


5 


94.1 


46 


92 


29.1 


8 


77.6 


40 


80 


8.1 


3 


94.6 


47 


94 


15.5 


5 


91.4 


46 


92 


22.4 


.7 


100.6 


48 


96 


13.2 


6 


75.8 


40 


80 


19.7 


6 


1 76.9 


41 


82 


13.5 


5 


99.7 


48 


96 


23.4 


7 


1 99.4 


48 


96 


30.6 


8 | 


89.3 


45 


90 


18.7 


6 


| 98.5 


48 


96 


12.3 


4 


| 96.8 


47 


94 


26.9 


1 


| 92.6 


45.5 


91 


20.0 


6 


| 95.0 


44 


88 


25.0 


6 



70 
50 
80 
30 
50 
70 
60 
60 
50 
70 
80 
60 
40 
70 

60 
60 



97 



Table No. IX. — Continued. 

Henmon Latin Tests. 

Record Sheets. 



Senior High School, Shreveport, 


Class 11 


A. 




4 


years' 


Latin. 






V 


ocabulary 


Sentences 




~vt . 


^ 


^j 


"M . 


«j 


+j 






£ 3 




bo 


^7 3 




bl 






3 n 






3 r3 




Sh 






a <n 






ft ni 






Pupils 




> 


u 


s 




u 


c 






o <u 




o 


o o> 


Q 








E ?, 


6 


o 


BS 


e 


o 






3 tfl 




0) 


3 02 




0> 






W ^ 


•C 


Ph 


W 


;< 


Ph 




1 85.5 


43 


86 


33.8 


9 


90 


Case No. 2 


86.7 


43 


86 


28.6 


8 


80 




| 99.2 


48 


96 


28.11 8 


80 






85.1 

84.0 

103.5 


43 
41 

49- 


86 
82 
98 


28.6| 8 
18.2| 6 
28.6| 8 


80 






60 


Case No. 6 




80 






S 96.0 


47 


94 


19.2 


6 


60 



Class Averas 
Standard . . 



91.41 
97.0] 



45 
45 



90 
90 



26. 4| 

3o.o; 



7.6 

7.0 



76 
70 



Vivian High School — Caesar Class. 



2 years' Latin. 



49.9: 30 

J 40.9] 26 

I 64.4 36 

Case No. 4 1 78.4 41 



Case N'i. 1. 
Case No. 2. 
Case No. 3. 



Class Average I 60.9) 

Standard 84.0] 



33 
39 



60 


6.6 


52 


4.9 


72 


1 19.2 


82 


14.5 

1 


66 


1 

| 11.3 


78 


1 16.0 



30 
20 
60 
50 

40 
40 



(Class had had third teacher this year due to resignation.) 



Shreveport Colored High School. 10th grade. 



2 years Latin. 



Case No. 
Case No. 



Case No. 3 11.1 



Cas'e No. 4. 

Case No. 5. 

Case No. 6. 

Case No. 7. 

Case No. 8. 

Case No. 9. 

Case No. 10. 

Case No. 11. 

Case No. 12. 

Case No. 13. 

Case No. 14. 

Case No. 15. 

Case No. 16. 

Case No. 17. 

Case No. 18. 

Case No. 19. 



8.5 


7 


14 








63.4 


34 


68 


6.6 


3 


11.1 


9 


18 


6.6 


3 


38.9 


25 


50 


6.6 


3 


! 69.1 


36 


72 


10.3 


4 


46.9 


27 


54 


4.4 


2 


3.7 


4 


8 








19.0 


13 


26 








1 93.7 


45 


90 


18.2 


6 


30.4 


20 


40 


4.9 


2 


22.3 


15 


30 








S.3 


6 


12 








9.4 


7 


14 








3.2 


3 


6 








| 39.6 


23 


46 


6.6 


3 


.7 


1 


2 





| 


17.1 


14 


28 


3.9 


2 


44.7 


26 


52 


6.6 


3 


48.5 


30 


60 


10.3 


4 1 





30 

30 

30 

40 

20 





60 

20 









30 



20 

30 

40 



98 



Table No. IX. — Continued. 

lie union Latin Tests. 

Record Sheets. 

Shreveport Colored High School — 10th Grade. 



2 Years Latin. 





V 


ocabulary 


Sentences 




K 






OJ . 


-(-» 


^j 




Pi 3 


ft 

.5? 


to 


^2 


by 


.5? 




a <& 






a g 






Pupils 


> 


£ 


C 




In 


c 




o _« 
3 !/; 


43 

O 


o ^ 

S o 
p «2 




Hi 

o 

0! 




CO 


£ 


fc 


CO 


£ 


Hi 


Case No. 20 


16.3 

26.7 
84.0 


12 

16.8 
39.0 


24 

33.7 

78.0 


1.7 

4.4 
16.0 


1 10 




l.S| 18 




4.0l 40 











Shreveport Colored High School — Class 11th. 



3 Years Latin. 



Pupils 



Vocabulary 



p ^ 
.. . > 



5 M 



Senrences 



II 



3 W 
01 



Case 
Case 
Case 
Case 
Case 
Case 
Case 
Case 
Case 
Case 
Case 
Case 
Case 
Case 
Case 
Case 
Case 
Case 
Cas'e 
Case 
Case 
Case 
Case 



No. 1.. 

No. 2.. 

No. 3 . . 

No. 4 . 

No. 5.. 

No, 6.. 

No. 7.. 

No. 8., 

No. 9 . . 

No. 10. 

No. 11. 

No. 12. 

No. 13. 

Xs. 14. 

No. 15. 

No. 16. 

No. 17. 

No. 18. 

No. 19. 

No. 20. 

No. 21. 

No. 22. 

No. 13. 



24.6 


16 


16.9 


11 


32.2 


20 


29.1 


IS 


32.4 


20 


39.2 


24 


21.6 


14 


31.6 


20 


19.5 


13 


49.2 


29 


7.8 


6 


35 


28 


9.8 


8 


19.8 


14 


59.5 


28 


3.6 


4 


31.4 


20 


45.6 


27 


26.4 


19 


25.1 


17 


38.3 


24 


38.1 


23 


29.4 


20 



Class Average. 
Standard 



29. 1 

95.01 



18.4 
44.0! 



32 





22 





40 


4.9 


36 


1.7 


40 


4.9 


48 





28 


2.2 


40 


3.9 


26 





58 


9.8 


12 


1.7 


56 


4.9 


16 


1.7 


28 


1.7 


56 


4.9 


8 





40 


3.9 


54 


2.2 


38 


6.6 


34 


4.4 


4S 


6.6 


46 


1.7 


40 


2.2 


36.8 


3.0 


88.0 


25.0] 



1.4 
6.0 






20 
10 
20 


10 
20 


40 
10 
20 
10 
10 
20 


20 
10 
30 
20 
30 
10 
10 

14 
60 



99 

The results of the tests show that Latin has been •well handled 
in the Shreveport High School. All grades reach or surpass the 
standard of results secured from many thousands of pupils else- 
where. There is also considerable smoothness in the perform- 
ance of individual students. In other schools in the parish 
there is much unevenness among students and classes, the re- 
sults on the whole being quite unsatisfactory. Some of this may 
be accounted for on the ground that teachers are changed quite 
often in smaller high schools. This is a condition hard to remedy, 
but since all school results are affected, school authorities 
should use their best endeavors to find a remedy or to reduce such 
changes to a minimum. Perhaps the greatest cause for poor 
average results in Latin in these smaller high schools is tin' 
fact that a narrow program of studies makes it impossible for 
work to be selected in accordance with the tastes and abilities 
of students. Large high schools can offer several parallel pro- 
grams — college preparatory, home economics, manual training, 
agriculture, commerce, etc. The principle of economy in school 
administration calls for rather narrow programs in smaller high 
schools. This Is a price that must be paid where there is no Large 
consolidation in respect to high school students. 

In the colored high school the results in Latin for many stu- 
dents reach almost the vanishing point. At the present time 
all pupils of the first two years in the high school take Latin. 
There is no necessity for this, as the school has a manual train- 
ing course and a home economics course. It would be a com- 
paratively easy matter by the use of tests to find out what stu- 
dents would likely be successful in a foreign language and only 
those should be allowed to schedule it. The present practice 
is sheer waste of public money and the students' time, and 
cannot be defended on any ground. Out of twenty students in 
the second year Latin class — Caesar — seven knew the meaning of 
less than ten words out of a list of fifty very common words, 
and there were six others that knew less than twenty-five words. 
Thirteen out of the twenty, therefore, scored less than 50 per 
cent on the test of fifty words. There were eight students that 
scored zero on the translation of ten sentences, two of which were 
of the simplest kind with only three words each. We do not sug- 
gest that Latin be taken out of the school entirely, but that it 



100 

be given only to those students found capable of doing even 
ordinary work in it. It would serve the educational interests 
and the practical needs of other students to have a good course 
in manual training or home economics, and we suggest that 
these departments be given more space, more equipment and 
perhaps more teachers. 

In Table No. X we present the results in Hotz's First Year 
Algebra Scales. Among the white schools Hosston, Vivian and 
Shreveport show no very wide variation in the averages. Belcher 
falls somewhat behind these both in solving equations already 
made and in making equations to suit the conditions given in 
problems. 

FIRST YEAR ALGEBRA SCALES 

Henry G. Hotz 
Equation and Formula 
Solve the following equations and formulae : 

1. 2x=4. 

2. 7m=3m-)-12. 

3. 3x+3=9. 

4. 5a-f-5=61— 3a. 

5. 7n— 12— 3n+4=0. 

6. 10— llz=4— 8z. 

7. %z=6. 

8. c— 2(3— 4c) =12. 

9. i/ 2X+ i/ 4X= 3. 

10. %*-%. 

11. The area of a triangle equal %bh., in which b equals the 
length of the base and h equals the height of the triangle. How 
many square feet are there in the area of a triangle whose base 
is ten feet, and whose height is .8 ft. ? 

y 5 y 

3 2 4 

13. %"(x+5)—5. 

14. 3m+7n=34; 7m+8n=46. 



101 



15. = 

1— x 1+x 

16. The area of a circle equals pi r square in which r equals 
radius of the circle and pi equals 3 V-- Find the area in sq. ft. 
of a circle whose radius is 7 ft. 

17. In the formula RM=EL find the value of M. 

x-f-3 x+5 

18. = 

x— 2 x— 1 

19. p 2 — 5p=50. 

2 3 



20. 



X 2-|_4 X _|_3 x 2 +3x+2 

1 2 

21. - + 1 

x y 

4 4 

x y 

22. F equals temperature m Fahrenheit degrees. C equals 
temperature in Centigrade degrees and F= nc /--\-32 degrees. 
Solve for C when F=72°. 

6x— 2 3x 2 +13 
23. 3= 

x+3 x 2 — 9 

24. S=y 2 gt 2 . Solve for t. 

25. Find the square root of x 2 — 1 — x = — 1. 

Problems. Do not work out the answer to the problems. Mere- 
ly indicate the answer or state the equation in each. 

1. If one coat cost x dollars, how .much will three coats 
cost? 

2. 'A man is M years old. How old was he R years ago ? 



102 

3. A boy has A marbles and buys B more; how many has 
he then? 

4. A gold watch is worth 10 times as much as a silver watch, 
and both together are worth $132. How much is each worth? 

5. The distance from Chicago to N. Y. by rail is 980 miles. If 
a train runs B miles an hour, what is the time required for the 
run? 

6. The width of a basket ball court is 20 feet less than its 
length. The perimeter of the court (distance around) is 240 
feet. Find the dimensions. 

7. The total number of circus tickets sold was 836. The 
number of tickets sold to adults was 136 less than twice the 
number of children 's tickets. How many were sold of each ? 

8. A rectangular box is D inches deep, W inches wide 
and contains R cubic" inches. What is its length? 

9. The area of a square to that of a rectangle. The base of 
the rectangle is 12 feet longer and its altitude 4 feet shorter than 
the side of the square. Find the dimensions of both figures. 

10. A tower casts a shadow of 20 feet. A man, 5 ft. 9 in. 
high who is near at the same time casts a shadow of 2 ft. 6 in. 
Find the height of the tower. 

11. Five thousand dollars is invested in two banks, part in 
one at 3% and the rest in the other at 4%. The annual income 
from the two investments is $172. How much is each invest- 
ment? 

12. A train leaves a station and travels at the rate of 40 
miles an hour. Two hours later a second train leaves the same 
station and travels in the same direction at the rate of 55 miles 
an hour. Where will the second train pass the first? 

13. A merchant has two kinds of tea, one kind cost 50 cents 
and the other 65 cents per pound. How many pounds of each 
must be mixed together to produce a mixture of 20 pounds that 
shall cost 60 cents per pound ? 

14. An open box is- made from a square piece of tin by cut- 
ting out a 5 inch square from each corner and turning up the 
sides. How large is the original square if the box contains 180 
cubic inches? 



103 

Table No. X. 
Algebra Test Tabulated. Hoiz's First Year. 

White Schools Equations Problems 

Belcher 5.8 3.0 

Hosston .. 7.3 5.0 

Shreveport 7.7 3.9 

Vivian 7.8 4.0 

Shreveport Colored High School 5.7 3.5 

Standard . . 7.8 5.6 

In solving equations all of the schools, except Belcher and 
the Colored High School, make a good score. In problem solving, 
where the student must make the equation to suit a given set 
of conditions, Hosston comes very near the standard score. The 
results indicate that in the first year of algebra emphasis is 
placed upon becoming familiar with algebraic terms, formulae, 
and operations. We think it proper to place the major emphasis 
upon these features, but this has been done apparently to a 
greater extent than was justified. 

The use of tests and measures began in the elementary 
school with such subjects as spelling, reading and arithmetic. 
These tests are rather numerous so that investigators have had 
the advantage of comparison and mutual criticism. Then, too, 
their wide use has supplied a sufficiently large number of scores 
to give validity to the standard scores assigned. More recently 
effort has been put forth to prepare standard tests in high school 
subjects. There have been fewer attempts in this field and such 
tests as have been suggested have been more or less tentative. One 
needs to bear these facts in mind in drawing conclusions from 
tests given in high school subjects. 



CHAPTER VI. 



ELEMENTARY SCHOOLS 

OBSERVATION OF ELEMENTARY SCHOOL 
INSTRUCTION 



INTRODUCTION 

This report is based upon the observation of classroom in- 
struction and upon tests given in reading, spelling, arithmetic 
and history. In addition to approximately 125 classes observed 
by the survey staff, numerous conferences were held with the 
assistant superintendent, the supervisors, principal and teach- 
ers. In all the observers spent a total of fourteen days in the 
observation of classroom instruction. Notes were taken in long 
hand and in shorthand and upon these the general statements 
which follow are based. During the first days of visitation 
the surveyor was accompanied by a principal or a supervisor and 
it was possible to discover general tendencies and to learn what 
was of general practice in the schools. Thereafter the surveyor 
visited alone except for consultation with the principal and 
teachers. By such consultations it was possible to secure some 
insight into the point of view of teacher and into local condi- 
tions. 

In no instance was the regular instruction or routine of the 
school disturbed and no changes were made in the program. Con- 
ferences with teachers were held at the recesses or after school. 

These conferences with the teacher and principals were 
very helpful. In all instances the teachers answered questions 
readily and in many cases offered excellent suggestions. With 
scarcely an exception the teachers showed insight into their own 
particular problem and that of the school system as a whole. 
Particularly are the principals to be commended for their pro- 
fessional interest and spirit. 

The following schools were visited : 

Alexander, Allendale, Barrett. Parkview, Queensborough, 
Travis Street, Kindergarten, Line Avenue, Junior High School, 
Colored High School, Vivian, Oil City, Belcher, Horton, and 
Dixie — some in the city and others in the country. The selection 
was at random and it is felt that the teaching observed fur- 



105 

nishes a representative cross section of the teaching being carried 
on in Shreveport and Caddo Parish. More attention was given 
to the city than to the rural schools. 

After the visitation had been concluded the surveyor held 
long consultation again with the assistant superintendent and 
the city supervisor in order to check up and see the work in its 
perspective and from the point of view of those directing it. 

KINDERGARTEN 

There is one public kindergarten in Shreveport. The kinder- 
garten is by far the best equipped school room in the city, and 
among one of the best equipped kindergartens it has been our 
pleasure to observe. This school exemplifies the best traditions 
of the kindergarten movement. "While the children enjoy much 
freedom and are encouraged to exercise initiative and self-ex- 
pression, everything has a definite educational end. 

The formation of correct habits is one of the chief functions 
of education. Education begins at the cradle. The kindergarten 
builds upon home training and supplements its work. In the 
matter of personal habits the kindergarten in Shreveport ap- 
parently exercised the greatest care. The children were learn- . 
ing the lesson of personal neatness and cleanliness — and these 
lessons were reflected in the careful housekeeping of the room. 
Consideration of the desires and the rights of others was em- 
phasized possibly more than any thing else, and it occurred to the 
observer that if this attitude could be maintained throughout 
the whole school experience there would be a much finer type 
of boy and girl turned out of our educational institutions. Order 
was on every hand. Fairness in play was insisted upon. Habits 
of honesty, courtesy, thoughtfulness were inculcated by practice. 
Group activity was encouraged. Giving precedence to others 
was an outstanding feature. Cheerful obedience to the group or 
the teacher was observed on every hand. Above all, self-control — 
life's hardest lesson — was being developed step by step. 

The Shreveport kindergarten is an eloquent reply to those 
critics of the movement who contend that the kindergarten 
teaches no subject matter. It doesn't teach subject matter in a 
formal, didactic way, it is true; but it is doubtful whether any 
other school years are relatively so fruitful in results in real 



106 

factual knowledge as the kindergarten years. Through the acti- 
vities of the kindergarten — the excursions, games, songs, poems 
and rhymes the children learn many things. They learn about 
birds and flowers, names of people, places, buildings, streets; 
they learn the correct use of language. Their civic and home 
duties are all acquired in these years, and above all the kinder- 
garten children are learning how to live. 

Without giving further reasons why kindergartens should 
be organized whenever possible, it may be said that the kinder- 
garten is no longer an experiment. Kindergartens are included 
in all progressive school systems and practically every State has 
legislation permitting boards of education to establish them. The 
school board of Caddo Parish may establish as many kinder- 
gartens as the people are willing to pay for, or as many as can 
be provided under the tax limitation. A board of education can 
go only as far as public opinion Avill permit. It has certain funds 
which it must use to the best advantage. Possibly there are needs 
that should be considered before more kindergartens are estab- 
lished. At this time when it is difficult to keep the elementary 
and the high schools up to standard, it is doubtful whether it 
would be wise to enact a law requiring the board of education to 
establish kindergartens upon the petition of a certain number of 
parents. As already stated the city may have as many kinder- 
gartens as the board of education, the representatives of the peo- 
ple, are willing to provide. 

As soon as more kindergartens are organized in Shreveport 
an organic relation between the kindergarten and the primary 
grades should be established. 

In brief, the following recommendations are made : 

1. Kindergartens should be gradually established as an in- 
tegral part of the Shreveport system, upon vote of the board of 
education. 

2. Teachers who have had kindergarten-primary training 
should alone be employed. 

3. The kindergarten and first grade should be closely ar- 
ticulated. The transition from kindergarten to first grade 
should be natural and easy — made so by modification of the 
subject matter and methods of the primary grades so as to con- 
form more in fundamental principles to some modern theory of 



107 

education — a course based upon instincts, interests and ex- 
perience of childhood. 

4. There should be fewer children per teacher in the kinder- 
garten. 

5. The kindergarten should be under the supervision of the 
general supervisors — of course, it being understood that the 
supervisor has had kindergarten-primary training. 

6. Kindergartens cannot be forced upon a community until 
it has been educated as to their value. 

7. The board of education, when considering the advisability 
of organizing kindergartens, should consider their relative value 
to other proposed progressive extensions of the school system. 



2. PRIMARY GRADES 



The work in the primary grade is formal and didactic. But 
the formal work is done well. As compared with other school 
systems which the survey committee have visited the primary 
grades measure up most favorably. 

Considered from the modern educational view point the 
mechanical side of the subject matter is emphasized too much. 
Greater efforts are necessary to connect up the school work with 
the child's outside life and experience. While there were some 
instances of linking the school activities with the interests of the 
children, this type of work is greatly neglected. The work of the 
primary grades should be taken up entirely from a different 
point of view — which is that a child's development and educa- 
tion should proceed out of his own interests, needs, and tenden- 
cies, the actual factual content of the course of study being 
developed around these points as centers of organization. 

The daily program should be reorganized gradually, of 
course, upon the basis of projects dealing with the interests and 
experience of children. In many schools the organization pro- 
jects for primary grades are the home, the city, the school, 
a farm, a dairy, a country fair, a circus, playing store. The plan 
suggested is not new — progressive schools have carried on this 
type of work successfully for many years. It is unnecessary here 
to do more than call attention to the need. The supervisors 



108 

should take immediate steps in reorganizing the primary grades 
in this respect. Many of the present staff of teachers are al- 
ready attempting this type of work, but it should be more gen- 
eral and find more thorough-going acceptance. 

DISTRIBUTION OF TIME FOR VARIOUS SUBJECTS. 

With reference to arithmetic we find that Shreveport gives 
a greater percentage of time to the subject than does Cleveland 
and the average of 50 American cities. In arithmetic, there 
seems to be an undue amount of time devoted to it throughout 
the grades unless it be in the fourth and fifth. In view of the 
fact that the results are very satisfactory, the time devoted to 
arithmetic can no doubt be lessened. 

Language receives a greater amount of time than it does 
in Cleveland and in 50 American cities in the fourth, fifth and 
sixth grades, while spelling on the other hand receives less than 
it does in 50 cities except in the primary grades. Geography 
is about on par with the cities in the comparison. Reading re- 
ceives little time in the upper grades, in our opinion much too 
little for the good of the children. Writing probably receives the 
same absolute time but relatively a greater time allotment than 
it does in the cities compared. 

It is therefore suggested that the lessening of the total time 
of arithmetic be considered and the time of reading in the 
upper grades be increased. 

The following tables show the per cent of time given to arith- 
metic and other subjects in Shreveport, Cleveland and 50 cities. 

Percentage of Time Given to Various Leading Subjects Compared with 

Time Given Those Subjects in Cleveland, Ohio, and 

Fifty American Cities. 





Table No 


. XI. 






An 


thme 


tic 




rade 


Shreveport 




Cleveland 


50 Cities 


6A 


24.5 




17.5 


15.0 


6 A 


24.5 








6B 


19.6 








6B 


19.6 








5A 


19.6 




17.1 


14.9 


5B 


18.0 








4A 


20.7 




17.2 


15.4 


4A 


18.5 








4B 


18.5 









109 





Table No. XI. — Continued. 




Grade 


Shreveport Cleveland 


50 Cities 


3A 


22.9 




16.3 


14.4 


3B 


16.7 








2 A 


12.2 




15.5 


10.7 


2B 


12.2 








1A 


12.5 




5.2 


6.9 


IB 




Language. 






6A 


16.3 




13.6 


12.2 


5A 


14.7 




13.6 


12.0 


4A 


16.9 




11.8 


10.9 


3A 


8.3 




9.0 


10.3 


2A 


8.1 




10.8 


8.7 


1A 


6.2 


Spelling 


10.9 


8.3 


6A 


6.5 




5.4 


11.0 


5 A 


6.5 




15.7 


11.2 


4A 


7.5 




7.1 


8.5 


3A 


8.3 




9.0 


5.4 


2A 


6.1 




7.2 


.8 


1A 


6.2 


Geography 


6.5 


1.8 


6A 


11.4 




14.3 


11.0 


5A 


11.4 




14.3 


11.2 


4A 


15.1 




11.4 


8.5 


3A 


4.1 




3.2 


5.4 


2A 








.8 


1A 


m . . 


Reading 




1.8 


6A 


S.l 




15 


12 


5A 


8.1 




18 


13 


4 A 


14.7 




22 


16 


3A 


33.2 




32 


21 


2A 


43.7 




36 


26 


1A 


47.9 


Writing 


43 


31 


6A 


6.5 




5.4 


4.8 


5A 


8.1 




6.4 


5.1 


4A 


7.5 




7.2 


5.5 


3A 


8.3 




7.2 


5.7 


2A 


8.1 




7.2 


6.7 


1A 


8.3 




6.5 


6.7 



110 



Percentage Time Distributed in Shreveport Elementary Schools. 

Table No. XII. 

(Allendale School) 



BJ 


.c 


■Sfe 

5 >i 




1 

bi 
c 
■*-> 




>> 
u 

o 


C 


bo 
C 

% 


>. 
A 

a 

•~ 
be 

o 


S 

a 




c 
'be 








A o 


I 


ni 




<u 




a> 


o 











< 


W W 


Ph p: 


i-l 


w 


K | m 





U 


02 


W 




6A 


24.5 
24.5 
19.6 
19.6 
19.6 
L8.0| 


6.5 
6.5 

6.5 

6.5 
6.5| 
6.5| 


11.4 
11.4 
11.4 
9.81 
9.8] 
9.8] 


6.5 
6.5 
6.5 
6.5 

8.1 

6.5] 


16.3 
18.0 
19.6 
18.0 

14.7 


8.1 


S 1 


6.5 
8.1 
4.9 
4.9 
6.5 


11.4 

9.8 

13.1 

13.1 

11 4 










6A 


6.5] 8.1 
8.1] 9.8 
9.8 11.4 
9 S 14 7 










6B | 










6B [ 








5 A | 








5B | 


14.7] 9.8|14.7 


6.5|11.4 




1.6| . .. 




4A j 


20.7 


5.6 


11. 3| 


7.5 


16.9| ...| 9.4 


7.5|15.1 




...| 5.6 




4A 1 


18.5 


7.4j 


11.1 


7.4] 


14. 8| .. . ill.l 


7.4| 9.2 




3.7| 5.5 




4B j 


18.5 
22.9 


7.4] 
6.2 


11.1 

12.5 


7.4 
8.3 


11.1 ...118.5 
8.3] .. .(33.2 


9.2] ... 
8.31 •• • 


7.4 
8.1 


3.7| 5.5 




3A ! 




3B j 


16.7 

12.2 


6.2| 

6.1| 


12.5 

12.2 


8.3 
8.1 


14.5| ...'33.2 
8.1| ...J43.7 


8.3 
6.1 






...| ... 




2A | 




... 


4.0| .. . 




2B |- 


L2.2| 


6.1|12.2 


8.1.| 8.1] ...|43.7 


8.1] ... 




2.0] ... 




1A j 


12.5 


6.2|12.5 
5.S 1 1 7 


8.3 

7 8 


6.2] .. . |47.9 
11.7 lfif> T 


6.2 






...1 ... 




IB ! 
























1 


] ; 





SUPERVISION OF INSTRUCTION 

One big problem facing American school systems is securing 
ndequate supervision of classroom instruction. Supervision may 
be defined here as the activities on the part of supervisory offi- 
cers who conceive the objectives of a school system and drive 
toward those ends the cooperation of the teachers. It is in more 
adequate provision for the right sort of supervision that marked 
improvement in the Shreveport elementary schools must ulti- 
mately rest. 

This section proposes to set forth a practical plan for the 
supervision of classroom activities of the elementary school. 
Little attention, therefore, will be given to the administrative 
phases of supervision of whatever sort, except those that are very 
close akin to the instruction problem. It is true, of course, that 
no phase of administration can be totally divorced in the last 
analysis from questions of instruction. 

The fundamental justification for the existence of school 
supervision is the commonly accepted principle that the effi- 
ciency of a group of teachers or of any body of workers can be in- 
creased through the guidance of a director of the activity in 



Ill 

question. It is likewise to be assumed that the director or super- 
visor of teaching be the superior in ability, training, and experi- 
ence of those supervised — else it is difficult to see how those be- 
ing led would benefit from one less capable than they themselves. 
The following are constructive suggestions with reference to 
supervision, with a plan for the organization of the supervisory 
force. 

1. The supervisory authorities should more clearly see their 
real function — that is, the improvement of instruction. Under 
no circumstances should office routine or lack of clerical assist- 
ance keep the instructional supervisors from their real job. The 
excuse that we '"haven't time for our real work" should not 
he possible. The whole administrative force of the schools needs 
adequate office space and office assistance. 

2. The supervisors of Shreveport would do well to organize 
themselves into a school efficiency staff. The present staff is 
well-trained and thoroughly competent. Without much addi- 
tional expense it would be possible for them to conceive much 
more clearly the aims of instruction, and to measure more ef- 
fectively the results of school work. In other words, the aims 
of supervision must be more clearly realized, the objectives made 
clearer to the teachers, the weaknesses searchingly probed, and 
remedies more definitely applied. Such an efficiency bureau 
should deal with every phase of school work. 

3. From several conversations with the supervisors came the 
suggestion that the course of study should be much more ade- 
quately interpreted than at present. We agree most heartily 
with their suggestions. The course of study, as is said elsewhere, 
is an exceedingly good one and liberal in the provision it affords 
for local adaption. Teachers need to know more definitely what 
results are expected of them, both in quality and quantity. 

Syllabi for the various subjects — outlining the main topics 
and setting forth the method to be pursued — afford much teach- 
ing material or the source of such material. The supervisors of 
Shreveport should set about this task soon. Of course able 
teachers should be enlisted in the undertaking. 

4. The supervisors should organize more effectively the 
general training of their teachers while in service. Every teacher 
regardless of previous training needs professional stimulation 



112 

and encouragement. While formal efforts to reach all the 
teachers as groups should be made along well worked out, de- 
fined .plans, the more informal help which comes from frequent 
visits and suggestions in personal conferences is exceedingly 
valuable to the individual. Among some of the means commonly 
used for the training of teachers are demonstration lessons, grade 
and school conferences, visitations of excellent teachers of out- 
standing pieces of work being done, professional literature to 
be read informally rather than in reading circles, voluntary 
study classes, and much classroom visitation. Supervisors should 
also be able to direct the summer study or travel of their teach- 
ers. 

5. There should be more classroom visitation in Shreveport. 
Tests help locate the difficulties in a system, but long systematic 
study of a teacher's work is often necessary to put the finger 
on the cause and find a remedy. Under the present plan when 
one supervisor must see almost 200 teachers it is manifestly im- 
posible to see individual teachers in action in any great amount 
of time. The damage is often irreparable before the supervisor 
can get to see a teacher for the first time. Visitation of history, 
literature, geography and science classes, takes much more time 
than is at the supervisor's disposal. 

6. The supervisory staff should have an advance program 
extending possibly over five years. The supervisors in the past 
two or three years have centered their attention upon reading, 
spelling and arithmetic with good results. The more difficult 
problems are now to be attacked. Among some of the more pres- 
sing problems to be solved by supervisors are the following : 

a. Development of a supervisory scheme suitable to the 
schools. 

b. Adaptation of schools more closely to community needs. 

c. Liberalization and modernization of primary instruction. 

d. Development of more complete and more closely articu- 
lated courses in music and art. 

e. Evolution of a health and physical education program. 

f. Provision for exceptional children. 

g. Classification of children upon a scientific basis. 

h. Elaboration and interpretation of the various subjects of 
instruction. 



113 

i. Organization of professional libraries for the schools, 
j. Introduction of problem-project type of instruction into 

the system. 
k. Definite policy in checking pupil achievement.' 
1. Initiation of certain types of experimental teaching. 

5. Supervisors should develop a system of observing lessons 
and taking notes thereon as well as a scheme for following up 
observation. Observation of instruction is perhaps the most 
wasteful activity of a supervisor unless definitely planned and 
carried through. 

6. Supervisors should also consider the practicability and 
wisdom of placing outstanding teachers in strategic positions 
in the schools so as to tone up the teaching staffs of certain 
buildings. A strong teacher will do more to elevate the stan- 
dards of work among a corps of teachers than almost any other 
means, since unconsciously her manner and method are imitated 
by those around her. 

Proposed Supervisory Staff 

The present supervisory arrangements in Shreveport and 
Caddo Parish can. with'few changes, be made almost ideal as 
far as present day theory of supervision is concerned. 

At present there are two assistant superintendents, two gen- 
eral supervisors, two art supervisors and two music supervisors. 
The principals as a rule do not have much time for supervision 
and in the city only two have any time therefor. 

Assistant Superintendents, General Supervisors 

The assistant superintendents should devote their entire 
time to the larger phases of supervisory direction— policies for 
the school, of course, arrived at through co-operation with the 
entire teaching staff. 

The present plan of expecting two general supervisors to 
carry practically the whole burden of instructional supervision 
is attempting the impossible. It is beyond the power of any 
one person to supervise adequately as many teachers as fall under 
the authority of the general supervisors in Shreveport and Caddo 
Parish. The general supervisors' work should be of a general 
nature — coordination of the system, establishment of attitudes 



114 

in the whole teaching staff ; stimulation of the principals ; inter- 
preters of general policies; duties much like those of the assis- 
tant superintendents, only more limited in scope. There should 
be possibly another general supervisor for the primary or inter- 
mediate grades, but it would not be necessary if the principals of 
the school should become supervisors in reality. 

Colored Sitpe'rvision 

Some provision must be made for the supervision of the col- 
ored schools which fall far behind the white schools in efficiency 
of instruction. At present the colored schools 'receive practi- 
cally no attention at all. This condition has no excuse in the 
South. If colored schools are worth having they are worth 
supervising. 

Principals of Elementary Schools 

The principal of an elementary school should be its super- 
visor. Any great improvement in the quality of instruction in 
the Shreveport schools rests in the supervisory activities of the 
elementary school principal. The principals in Shreveport are 
full time teaching principals with two exceptions. Some of the 
principals are capable of acting as supervisors, but in 'the main 
the others state that they did not feel qualified to act in a su- 
pervisory capacity. All of them are interested in being well 
trained for supervision, and some are now working in that direc- 
tion. 

The real supervision of instruction must be carried on by the 
principal of the school, for these reasons : 

1. The general supervisors have too many teachers to give 
enough time to any one teacher. The general supervisors .should 
work largely through the principals. 

2. The principal is the only supervisor who has opportunity 
to know the pupils intimately enough to really assist the teacher 
in her problems. 

3. The principal is the only supervisor who is always at 
hand to give help at crucial teaching moments and who can give 
continuous assistance. 

It is not recommended that the principals of the Shreveport 
schools be assigned supervisors' duties until they are trained 



115 

for it, nor is it recommended that principals be relieved of all 
teaching. In buildings with 12 to 16 teachers, as is the rule in 
the city schools, a principal with half time teaching would be 
able to give enough attention to supervision to secure adequate 
results. In fact, under no circumstances should a principal be 
allowed to stop regular teaching entirely. How much and of 
what nature the principal's teaching should be depends entirely 
on conditions in each individual school. The principal of the 
school must exercise all the supervisory fuctions set forth above 
just the same as would general supervisors, only his applica- 
tions should be much more specific. 

General Methods 

In this section on methods of instruction the aim is to point 
out. to the teachers wherein they fail to put into practice the 
methods of teaching advocated by the best authorities on ele- 
mentary school instruction. The criticisms offered, let it be 
emphasized, do not apply to the teaching observed in the Shreve- 
port schools more than they do to the teaching observed in other 
cities. The same points on general method might be read in 
any standard treatise on educational method, but they are in- 
cluded here to emphasize the fact that more attention should 
be given to methods of teaching best calculated to promote the 
pupils' fullest development. 

One finds after visiting many classes a good type of formal 
work" and of commendable uniform quality; — however, in gen- 
eral, there is too strict an adherance to the dry, meager outlines 
of the textbook. This is particularly noticeable and undesirable 
in the intermediate and upper grades. There is not sufficient 
illustrations of a concrete type of the points being discussed. 

' There seems to be an over-emphasis upon definitions and 
generalities. In physiology, for example, in the fourth grade, 
children were noted reciting the contents of the lesson verbatim, 
glibly and fluently with only an occasional question asked to 
bring out the thought. In fact, the children learned the words 
for the examination, but failed to get the meaning. Similar 
illustrations could be cited from history, geography, and lan- 
guage. 

Relatively little use was made of the blackboard either by 
teachers or by pupils. This is a decided weakness. Blackboard 



116 

sketches, diagrams and graphs of all sorts should he used as a 
supplement to verbal expression. The supervisors should attack 
this problem at once. An apt illustration or sketch will fre- 
quently clear up a dry, hazy definition or fact. Blackboard work 
tends to make thought more concrete and banish vagueness and 
uncertain ideas. 

The teachers of the intermediate and junior grades could pre- 
sent new topics in a more interesting and effective way, if they 
practiced the oral presentation of stories, geographical and sci- 
entific facts in a convincing and concrete way. This comes only 
after a thorough mastery of the subject matter and much prac- 
tice in oral work. 

The instruction throughout the school needs entire reorgan- 
ization from the single-book, recitation type to the project, prob- 
lem and type-study methods in the content subjects. The course 
of stud}- already suggests this, but the teachers are varying but 
little from the old formal methods of instruction. The super- 
visors need to interpret the course to the teacher and by demon- 
stration, conference and discussion make clear what modern ele- 
mentary school practice really is. Material and literature upon 
the reorganization of elementary instruction is not lacking by 
an}- means. Clear, full, illustrative examples are available now 
in all current educational periodicals and books. This should 
lie the first problem for the supervisors and teachers to attack 
next year. 

The schools of Shreveport are well equipped with stereo- 
scopic views and slides, but they are not well used by the teachers. 
Electric connections are wanting in some buildings or are diffi- 
cult of access. While the equipment in general is better than 
in many systems the supervisory authorities should see to it at 
once that teachers have no basis of complaint with reference to 
teaching material. The schools are in need of better libraries, 
more and recent maps, better school furniture in the primary 
grades, building materials, sand tables, in-door and out-of-doors, 
moving pictures, material for handwork, weight and measures 
for all grades, devices for teaching reading and number in the 
lower grades, pianos and victrolas, all sorts of illustrative ma- 
terial, pictures of art, and materials for elementary science. 
The teachers on the other hand should not forget that the best 



method of securing more equipment is to use fully what they 
now have. 

In many instances teachers were observed who were too ready 
to render assistance. This " too-quick-to-help ' ' type of the 
teacher never develops strong, resourceful pupils. We see this 
in the reading, pronouncing words which the child should pro- 
nounce himself; in composition, suggesting the proper word, 
when the child should search for it; in arithmetic, suggest- 
ing the solution when he should find the way out himself; 
in science, anticipating the child by observing for him before 
he has had an opportunity to observe. Do not "help children 
into helplessness." 

A common practice, particularly in history, geography and 
physiology, is for the children to open their books and read a 
lesson previously assigned rather than being required to learn 
to reproduce it or use it in solving some problem. The children 
are not required to search out the main idea and reproduce it in 
a connected, definite statement. Teachers often summarize for 
the children, who frequently are not listening. 

Except in spelling, which is the most efficiently taugh.1 sub- 
ject in the curriculum, teachers are careless in checking work. 
This is particularly true in arithmetic and in written composi- 
tion in the various subjects. Perhaps we saw more written work 
during our days of observation than is customarily required but 
there was far too much written work carelessly prepared for, 
carelessly written and not carefully looked over and revised. 
Bad language habits were being strengthened constantly — mis- 
takes being drilled into permanent faults. No reference is 
made generally to these papers again ; they have little applica- 
tion in later lessons; and no self-help is imposed upon the child. 

The trouble with the deductive and the abstract mode of 
teaching in Shreveport and elsewhere is the enormous waste of 
time in the futile attempt to get a thing that has little value. 
Drill upon such questions as "What is a verb?" "What is the 
executive branch of government?" "What is Madrid noted for?" 
"What is a subject complement?" is unending. The answers 
are generally inacurate, the knowledge useless, and after four 
or five years hammering upon such bits of information the 
children then can barely repeat the w r ords correctly. 



118 

• 

The most difficult problem facing elementary teachers is 
how to adapt instruction to the individual needs of the child. 
In every class we notice that the work is too hard for some, too 
easy for others, and scarcely any have the right amount to do. 
In almost any class one finds the best pupil three or four times 
as efficient as the poorest, and sometimes many more times so. 
Already much has been done in various school systems of this 
country and Europe to adjust the public school to meet the de- 
mands and needs of the pupils individually. Certain lines of 
thought as a starting point in the solution of this problem are 
here suggested : 

1. Classification of children as nearly as possible accord- 
ing to abilty to do the same quality of school work. 

2. The establishment of minimal, average and maximal 
courses of study. 

3. Flexible types of assignment — so designed as to give each 
child all he can do in the time allotted. 

4. A more varied course of study so that each may find 
work suitable to his type of mind and interest. 

5. Special classes for accelerated and retarded pupils. 

6. Special teachers to look after the extremes of the in- 
telligence scale. 

7. Project-problem type of work which permits each to work 
according to his ability and which allows the teacher to give 
more time to individual pupils. 

8. Flexible promotion system. 

The Shreveport schools are to be commended for the excel- 
lent management that prevails in the rooms and on the school 
grounds. While by no means a military discipline prevails, 
there is uniformly good conduct everywhere, conduct such is is 
in keeping with conditions necessary to good instruction. There 
seems, however, to be a great deal of keeping children in after 
school. This is a questionable practice except on rare occasions. 
Corporal punishment still exists in the schools. This is a prac- 
tice also open to question. Special schools should handle in- 
corrigible children. 

Little investigation was made into the teaching in the negro 
schools except by a few tests in reading, spelling and arithmetic. 
The results were uniformily poor. This is not surprising in 



119 

view of the fact that the colored schools receive practically no 
supervision. In fact, the colored schools are admittedly neg- 
lected. That the colored schools are in a bad condition, no sur- 
vey was needed to determine. 

The course of study used in the Shreveport schools is the 
state course of study for the rural and elementary schools. 
Therefore, no description of the course of study is necessary, 
and the report deals with certain omissions made in its ap- 
plications. Considerable complaint was voiced by the teachers 
with reference to the course of study. No real justification for 
such complaint can be found. The chief source of failure with 
reference to the course of study is the applications made of the 
course of study by the teaching staff and supervisors. The 
course permits many things not now being done. It is also 
probable that the state department would not have any serious 
objection to adding to the course certain subjects that are rather 
widely used throughout the country at large. 

As far as the course of study indicates and as our observa- 
tion went, there is practically no science or nature study work 
in the elementary school except for one-half year in physiology 
and hygiene in the fourth grade, and unless geography be group- 
ed under this head. Science and nature study lessons in some 
form should and do constitute a part of every really progres- 
sive elementary school curriculum. 

It is not our intention to suggest that science be presented 
in the form and in the logical order pursued in the college or 
high school. The lessons in this field should be largely con- 
cerned with facts within the environment of every one and 
which can be learned or taught chiefly by direct observation or 
from simple experiments that children can understand or which 
they can even carry out themselves. The vast interest of boys 
in the elementary school in the radio is sufficient evidence that 
science properly taught has a wide and important appeal. In 
the lower and intermediate grades lessons in elementary science 
grow out of other lessons and projects at which the children are 
at work from day to day. 

We believe that the drawing up of such a course would make 
an excellent project for supervisors and teachers. In this day 
it is inconceivable that science be omitted from the elementary 



121 

school. Such a course when evolved should present outlines of 
things to be studied, things taken from the child's daily experi- 
ence. Simple laboratory experimentation may well be inclu- 
ded. Reading should alone be included in order to give breadtli 
of understanding in connection with detailed observation. 
Though not alone in science do teachers need elaborate sugges- 
tive outlines, it is especially important that the introduction of 
elementary science be accompanied by such outlines inasmuch as 
teachers are not so well trained in science as in other subjects. 
Not to provide teachers with outlines, telling what to do, what 
materials to use, what reading to employ, is extremely wasteful. 
It is only fair to teachers to lay out a great supply of suggestions 
as practicable. Traf ton's "Teaching of Science in Elementary 
Schools," will be found helpful. 

CIVIC EDUCATION 

On the basis of much observation and many conferences it 
is safe to assume, as has been said elsewhere, that the course in 
civics in the Shreveport schools is the outstanding failure inr 
the course. Formal civics is taught in the sixth grade and the 
textbook used is entirely unsuited to the children of that age. 
It is not the fault, however, of the author of the textbook. He 
is the last person in the world to advise the use of a formal text 
in civics in the sixth grade, the book in question having been 
written for the high school or for the eighth grade. Teachers 
can never be entrusted to adapt a book to unusual conditions; 
they, as a rule, just teach the text. Combining these two con- 
ditions the present arrangement is entirely unsatisfactory. 

"What is needed more than a new civics text adapted to the 
use of the sixth grade children, and it is doubtful if there is 
such a book, is an entirely new course in civics extending over 
the entire elementary school course and an entirely fragmentary 
point of attack in teaching the subject. Civic training is needed 
more than civic instruction. 

As in all content subjects instruction in civics must be 
based upon the children's experience. The best civic training 
a child in school can receive is the opportunity to react to civic 
situations. In the main it is more important to learn punctu- 
ality and honesty than it is to learn certain facts regardig the 



121 

machinery of government. While our observations in the pri- 
mary grades did not extend over a long period, it did not fall to 
our lot to hear any of the work in history in the first four grades 
which according to the course should be incidental to language 
teaching. It is our feeling that history in the primary grades is 
somewhat neglected. Certainly in the fourth grade it should find 
a place in the program. 

We make the following suggestions upon the course of study 
in history : 

1. The history outlined in the state course for the primary 
grades should receive more attention. 

2. There should be a text, biographical in nature, in the 
fourth grade. 

3. In the sixth grade history dealing with the European 
background of American history should be taught. 

4. A good course in American history ought to bring in more 
of the history of Canada and Mexico, and the Latin American 
citizen needs to know something of the history of his neighbors. 

READING 

The Monroe Standardized Silent Reading Test was given to 
the children in classes selected more or less at random through- 
out the system in order to test how rapidly pupils could read 
silently and how well they could understand what they had read. 
Since the majority of the teachers are acquainted with the na- 
ture and purpose of the test, a description of the test need not 
be given. 

We call attention now T to the results. The rate in reading in 
the Shreveport schools is found in the summary to be above the 
standard in every grade in the system, except 3-B. There are, 
however, a few individual classes throughout the system as table 
No. 3 shows which do not come up to the standard. On the 
whole, however, the condition is good and the weaknesses are 
so few that they can easily be corrected. As a system the rate 
in reading is satisfactory. The reasons for low rate of reading 
in any particular section of the school are generally lack of em- 
phasis upon rate of reading, failure to use timed exercises in 
reading, and in some instances a weak group of children. It is 



122 

for the supervisor to determine the exact cause in the instances 
found in the table. 

The scores in rate reading in the country schools show up 
much lower than in the city schools. The cause for this condi- 
tion lies solely in the fact that the children are more carefully 
graded and classified in the city than in the country, that rate 
of reading has been emphasized more in the city than in the 
country, that teachers are more permanent, and it may be that 
the teaching is not quite so effective. Another contributing 
cause for the low rate in the country is lack of a large amcjint 
of supplementary reading which contributes greatly to the abil- 
ity in silent reading. 

The reading in the junior high school 7th grade is slightly 
above eighth grade standard. The colored seventh grades are 
far below standard. 

The Shreveport 3B is below standard in rate and comprehen- 
sion. 

The Shreveport 3A is 4B in rate and 3A in comprehension. 

The Shreveport 4B is 4B in rate and slightly below in com- 
prehension. 

The Shreveport 4A is 5B in rate and slightly below in com- 
prehension. 

The Shreveport 5B is 5A in rate and slightly above in com- 
prehension. 

The Shreveport 5A is above standard on rate and slightly 
below in comprehension. 

The Shreveport 6B is 6A in rate and 6A in comprehension. 

The Shreveport 6A is 7A in rate and above 7B in compre- 
hension. 

The Shreveport 7B is above 8A in rate and about 8A in com- 
prehension. 

The Shreveport 7A is about 8A in rate and about 8A in com- 
prehension. 

In the country and village schools : 

The 3d grade is far below standard in rate and in compre- 
hension. 

The 4th grade is 5B in rate and 4B in comprehension. 

The 5A grade is 5A in rate and 4A in comprehension. 



123 

The 6A grade is below standard in rate and in comprehen- 
sion. 

The 7A grade is 7A in rate and 6A in comprehension. 

The quality of reading in the village and rural schools needs 
attention, since the grades with one exception are below stan- 
dard (there are no sections in the rural schools and A means 
finishing the year in question). It must be kept in mind also 
that there are only seven grades in Louisiana and the standards 
given are those found in eight grade systems. 

Any criticism of the reading situation must be directed at 
schools or classes rather than at the system as a whole. And only 
then would criticism be valid after the quality of the children in 
experience and abilty had been carefully examined. Silent read- 
ing is receiving considerable attention in the city schools and 
some in the country schools yet the methods employed in silent 
reading need to be carefully scrutinized and standardized. 
While the results are good, the supervisors and teachers should 
give increasingly greater attention to silent reading and its 
methods than heretofore. 

The good results in reading in our opinion are due to two 
things — the large amount of oral reading which increases a 
child's pow r er over meanings if, as is the case, attention is direct- 
ed to the content of what is being read; and secondly, to the 
large number of books read in "all the grades, from ten to twenty 
each year. This latter type of work could be even more widely 
extended. 

Specific training in silent reading is given. It is a universal 
and an admirable practice for teachers to require pupils to read 
a paragraph and then reproduce the meaning or content. Some 
teachers were observed letting children locate hard words rapid- 
ly in sight reading. This tends to increase the visual span in 
reading and in rate. Some allow children to read in search of 
the answer to some question. Reading for the sake of interest 
in what one is learning is the greatest help known to rapid, 
thoughtful reading. Reading should be done under the guide 
of specific purpose. This type of reading should receive par- 
ticular emphsis in the intermediate grades. 

The best oral reading and the best silent reading are always 
done in connection with some activity which calls for reading, 



124 

For example, if the children are at work upon ranching in the 
West a number of books should be at hand and each pupil as- 
signed a topic to work up for the class. Important sections should 
be read to the class for the purpose of giving the class some in- 
formation. This method both for silent and oral reading should 
be found now more and more in the Shreveport schools. It will 
be more easily accomplished when the schools employ to a greater 
extent the problem project method of attack. 

There is not enough time given to the reading of literature in 
the upper grades. This should be remedied by greatly increas- 
ing the amount of supplementary reading in these grades. At 
present each school has several sets of supplementary readers, a 
library of books of general interest to chidren, and some reference 
books. The whole system has about 70 sets of supplementary 
readers. Frequently there is difficulty in securing just the set 
most desired. Even if there were as many sets of supplementary 
reading books as there are classes the situation would be much im- 
proved. Yet even then the situation would not be ideal since 
there should be available supplementary reading material for 
different subjects, geography, history and science. There should 
be five or six times as many supplementary reading sets in the 
upper grades of Shreveport and the parish as at present. The 
primary grades in the city have enough books to allow their chil- 
dren to read some ten or twelve books a year. 

No one thing possibly is as necessary to the successful opera- 
tion of an elementary school as a good library — especially is 
this true if a school is undertaking problems, projects and type 
studies and throwing responsibility of independent work upon 
the pupils. It should be the immediate care of the administra- 
tion to see that each school has its own libraries and that there 
be a large supply of supplementary readers. Room libraries are 
also essential. Books must be accessible if the children are to ac- 
quire the reading habit. School libraries should not depend en- 
tirely upon parent-teacher associations and school entertain- 
ments for support. 

Shreveport has now in prospect a public library. It should 
have a department devoted to children and carry a large num- 
ber of books of interest to children. In many cities the public 
libraries have branches or depositories in the public school to 



125 

the great advantage of all concerned. Reading in the school 
library and in the public library should be fostered and credited 
by the school. 

In the primary grades it was found that the reading is well 
taught. The system used is the adopted one and on the whole 
no really bad reading lessons were observed, but, on the con- 
trary, many well taught lessons in reading came to our notice. 
The teachers seemed well prepared and there was no haphazard 
work. Phonics, phonograms, flashcards, seat work, and phrase 
cards were all well done. 

In the intermediate and upper grades the reading, while 
better than in some other places we have observed, was not ex- 
ceedingly good. This work was too formal and routine. The 
child seldom read to anybody save the teacher and usually read 
what all the class had already read several times. Silent read- 
ing with a purpose was found only occasionally. 

The reading in the upper grades needs careful diagnosis and 
analysis. A careful program setting forth the aim and methods 
of reading should be worked out. There needs also to be train- 
ing in enunciation, inflection and tone. 

The supervisor faces the problem of bringing up the grades 
or classes now below standard in rate and comprehension. This 
is an excellent opportunity for principal and supervisors to 
analyze special classes and search out remedies. The supervi- 
sor already has given tests in reading in the schools to measure 
results and thus supplement her class room visitation. The 
teachers have now before them definite standards of attainment. 
Teachers should be taught the use and value of the tests and 
urged to employ them in diagnosing their own difficulties and 
to measure their own progress. 

The following is a summary of the recommendations regard- 
ing the' teaching of reading : 

1. The supply of reading material for each grade should be 
increased. 

2. Silent reading should receive greater attention in the 
intermediate and upper grades. 

3. The teaching of reading should be studied most carefully 
by teachers and supervisors and many conferences on the sub- 
ject should be held. 



126 

4. Supervision should embrace regular measurement of read- 
ing instruction. 



SPELLING 

The method of teaching spelling is uniform in every class- 
room in Shreveport and in the parish, in fact throughout the 
whole state. The method for teaching and study set forth in 
the state course of study is followed verbatim day by day 
throughout the week. No teacher was found to depart from this 
method. 

Table No. XIII. 

Summary of Ayres Spelling Test, Buckingham Extension 





Numb 


er o 
Ind 


f Class'es Averaging the 
icated Per Cents. 


<u 
^ m 

03 tn 
« 






OS 
1M 

o 


03 
CO 

o 


OS 
O 


cs 
in 

o 
in 


-f 
to 

o 

CO 


OS 

to 

IO 

to 


en 
c- 

o 


OS 

CO 

o 

00 


o 
o 

o 

OS 




Second Grade 






2 

8 

12 

7 


7 
9 
10 
8 
1 


5 

10 
9 
5 
2 


6 
9 
5 
5 
4 
4 


13 
16 
10 
14 

15 

7 


22 
10 

9 
10 
15 

6 


19 

9 

11 

13 

12 

7 


74 
72 
67 
63 
49 
26 


81 8 


Third Grade 


1 
1 


69.4 


Fourth Grade 

Fifth Grade 


1 


67.0 
74.2 


Sixth Grade 


82.0 


Seventh Grade 


1 




1 






80.0 








Total 


2 


2 


30 


35 


31 


33 


75 


72 


71 


351 


75.7 







The standard median for the words used in the spelling test 
was 63 per cent. This table includes white and colored classes 
both in the city and in the country. A composite table was de- 
sired to show the general spelling situation regardless of the kind 
or location of the school. Of the 351 classes tested only 69 fell 
appreciably below the desired standard. Another table indi- 
cates which classes these were and a study of the individual 
school score will be of interest to the supervisor in determining 
where the weak spots in the teaching are. There is wide variation 
in the spelling efficiency of the different classes in the same 
school and also wide variation in the general spelling efficiency 
of different schools. Spelling on the whole system is very satis- 
factory. Classes now falling below the standard do so because 



127 

of inferior children or indifferent teaching or both. Just what 
the cause is, is a problem for the supervisors to solve. 

The results obtained by the use of this method justify the 
means. The Ayres Spelling Test, Buckingham Extension, was 
used in all the schools of the system and while all the papers were 
not returned and some that were returned were not marked so 
as to be usable in the tabulation, the results indicate clearly that 
even in a year's time the spelling of the schools has been placed 
upon a high plane. 

So successful is this method, which is based upon sane psy- 
chological and pedagogical principles, that the question arises 
if it would not be a wise plan for supervisors to indicate more 
definitely than at present how formal subjects like handwriting, 
certain phases of arithmetic and language should be taught. 
When an excellent method for developing specific habits has been 
evolved, it is almost reasonable to apply such a method without 
variation rather than allow teachers freedom to go about the 
work in their own, individual manner, sometimes good and some- 
times bad. The time devoted to spelling is about twenty min- 
utes a day, much less than is commonly devoted to this subject. 
The teachers and children all are very much interested in the 
work and enter into it with enthusiasm. While individual 
schools and classes do not show satisfactory results, it is reason- 
able to expect that several years' work along the same line will 
show even better results than are gotten at present. 

The standard for the words used in the test is sixty-three 
per cent. The results are tabulated by classes, the median 
scores of classes being derived. In order to save space in the 
report only the summaries are given. Individual class scores 
should be of use to teachers and pupils. Any classes omitted 
were because the data were indefinite. Enough classes were re- 
ported, however, to give a clear picture of the spelling situation, 
as may be seen from the following table. 

ARITHMETIC 

Arithmetic receives a larger percentage of time in Shreve- 
port than it does in many of our large cities. Three tests were 
given of the arithmetic instruction in the Shreveport and Caddo 
Parish schools, the Monroe Standardized Reading Test, the 



128 

Woody-McCall Mixed Fundamental Test and the Courtis Arith- 
tetic Research Test, Series B. The tests and results are given 
here. 

An examination of the tables shows among others the follow- 
ing facts: 

In the City of Shreveport : 

Monroe Reasoning Test Principle and Correct Answer 

4B grades are 4B in principle and correct answer. 

4A grades are 5A in principle and correct answer. 

5B grades are 5A in principle and correct answer. 

5A grades are far above standard. 

6B grades are below standard in principle and in correct 

answer. 
6A grades are 6A. 
7B grades are below standard in principle and in correct 

answer. 
7A grades are below standard in principle and in correct 

answer. 

Colored Schools. 

5A grades are 4A in principle and correct answer. 
6A grades are far below standard. 
7A grades are 6 grade. 

Rural Schools. 

4A grades are 4A in principle and correct answer. 

5A grades are above standard in both respects. 

6A grades are 6A in principle and correct answer. 

7A grades are 7A in principle and correct answer. 

It is to be noticed that the rural schools are uniformly up 
to standard, the negro schools uniformly below standard, while 
the city schools are above or up to standard in the fourth and 
fifth grades but very much below in the sixth and seventh 
grades. Outside of these first six grades the supervisor has to 
deal with only a few classes that fall below standards in reason- 
ing. In the 7A grades the test for 8th grade was given to see 
if the children finishing the seventh grade system measured 



129 

up to the average pupil of eighth grade systems in reasoning in 
arithmetic with the result that they fell far below the standard 
for the eighth grade. 

The Woody-McCall Mixed Fundamental Test in Arithmetic 
was given in January by the supervisory staff of Shreveport 
and was given again in April by the survey staff, both in 
the city and in the parish. The results coincide rather ac- 
curately. The January results in the t city were well above the 
standard. This type of supervisory activity is commendable. 

The April results of the test in selected schools in the city and 
in the Parish are tabulated in full. It is seen that of the twenty- 
five classes tested in the city only. eight classes fell below stan- 
dard and not to any marked extent then, and that one month 
before the close of school. In the country all the grades at 
Dixie were slightly below standard, all at Ida were below; while 
just one grade at Mooringsport was below; only three classes 
at Oil City were up to standard though several were not serious- 
ly deficient. At Vivian the condition was good, only two classes 
being under standard. The results show a wide variation within 
classes. Reclassification seems necessary in some cases. 

The conclusions are evident. The city schools are doing very 
satisfactory work except in the seventh grade, while in the parish 
schools individual classes and schools should be brought up to 
the mark. 

Table No. XIV. 
Woody-McCall Arithmetic Test, Form I. 

A Grades 

III IV V VI 

Parkview 17.2 22 30.6 

Barret 20.4 21.8 24.1 29.3 

28.8 

Allendale 17.6 22.5 27.2 29.5 

22.7 

Line Avenue 18.5 21.8 26 28.3 

Alexander 18 20.8 23.2 29 

Queensborough 19.3 21 26.8 27.5 

Travis 17.8 21.3 25.7 

Cedar Grove 17 21 21.5 30 

Standards 13 18.5 24 28.5 



IV 


V 


VI 


19 


25.5 




20 


25.5 


25.5 
29.7 


18.5 


25 


27.6 
26 


18.6 


21.4 


25.4 


21 


22.8 


26.8 


18.3 


25 


27.5 


21 


24.5 




18.2 


24 


26.5 


21 


21 


26.5 



130 

B Grades 

III 

Parkview 13 

Barret ■ 14.5 

Allendale 13.1 

Line Avenue 10.8 

Alexander . . 15 

Queensborough , 15.5 

Travis 15.2 

Cedar Grove 15 

Standards 10.5 

RESULTS OF THE COURTIS RESEARCH ARITHMETIC TESTS 

The results of the Courtis Arithmetic Tests are of in- 
terest, though they were given to too few children in the 
fourth and sixth grades to be very conclusive. However, they 
bear out the results secured in the Woody-McCall Mixed Fun- 
damental test. 

The fourth grade in the Parkview school excels in all fciur 1 
fundamentals the standards ordinarily obtained in that grade. 

The sixth grades tested were below standard in addition, but 
still excelled the sixth grades of Memphis. In subtraction 6-B is 
below 6-A standards, 6-B standards not being available. This 
condition is not unexpected since the children of the 6-B grade 
have yet one-half of a year to reach 6-A standard. The stan- 
dards used in the comparisons are all end-year standards. In 
multiplication the sixtli grades are slightly below standard but 
far ahead of Memphis. In division the 6-A grades are above 
standard. 

The condition in the .seventh grades is very unsatisfactory. 

The 7-B grades are not as good as the fourth grade in Shreve- 
port in any respect except in division and in that are approxi- 
mately fifth grade standard. The 7- A grades are only slightly 
better. Apparently good, systematic drill work is neglected in 
the seventh grades in Shreveport. 

These results confirm the other tests, that the condition 
generally is good but that the seventh grades junior high are 
weak in arithmetic, at lea.st weaker than the other grades in the 
system. 

The observations are borne out by the tests in that better 
results are obtained in the fundamental operations than in prob- 



131 

lem solving-. This is true because, as found from observation 
and conference, more attention has been given to this phase of 
the work. The results of the reasoning test and the fundamen- 
tals test are given in table 12. 

The seventh grade junior high school was given all three 
tests and fell down seriously in all. This situation needs careful 
analysis and immediate remedy. The sixth grades are generally 
up to standard and there ought to be no marked falling off in the 
seventh grade. Probably only the abler children get to the seventh 
grade, so it is doubtful if the quality of pupils has fallen off 
Our observations did not last long enough in the junior high 
school to account for this weakness with any degree of certainty. 
The following suggestions may be of help: 

1. The regular drill period of arithmetic is neglected. 

2. Speed and accuracy are not emphasized. 

3. Credit is given for principle in too large amounts when 
the answers are incorrect. Children often make 70-80 when no 
answers are correct. 

4. More systematic attention should be given to the method 
of solving problems. 

While good results are obtained upon the whole in the 
schools, excessive time is employed. In general two points of im- 
provement can be made in the drill work. 

1. Each child should drill upon his own difficulties, just as 
he does in spelling. Some schools are equipped to do this type 
of work but it is not carried on systematically. The Studebaker 
Economy Practice Exercises in Arithmetic or a similar device 
should be used regularly. In some of the rooms the teachers 
use this exercise but not with the regularity that good work de- 
mands. 

2. The time element in drill is not stressed enough. Speed 
and accuracy usually increase together. Speed is usually in- 
greased by setting a time limit and requiring each pupil to do 
a minimum number of exercises within that time. 

3. Drill should be adapted to individual differences. It is 
now the practice to dictate one example or a problem at a time 
and wait until all are finished before giving another. Con- 
sequently the brighter pupils are generally idle. It is better 
ordinarily to assign several problems or exercises at once and 



132 

stop when the brighter ones have finished. In this way each lias 
worked according to his ability and gets the exercise that he 
needs. 

There is not enough oral work in arithmetic. For practical 
purposes ability to handle a great number of simple, easy prob- 
lems and exercises is far more necessary than the solution of a 
long, involved exercise. Therefore, skill in calculation, with the 
view of increasing the ability of the child in getting the cor- 
rect answer in the shortest, easiest way ought to be the object 
of attack. Such skill can be developed progressively from grade 
to grade. 

Many teachers complain of the text now in use. It is per- 
haps as modern in point of view as some books, yet can with 
wise interpretation be made the basis of good arithmetic in- 
struction. All necessary topics are found in the text and those 
which are not well adapted could be modified or eliminated. It 
is not obligatory upon any teacher to follow the text verbatim. 
In fact, progressive teachers supplement any text by drills and 
problems developed from school activities or in connection with 
life outside the school. 

Even the most recent textbooks contain many problems that 
will never occur in the life of a child. These should all be elim- 
inated but we are slow to drop traditional types of subject 
matter. Elementary arithmetic problems should all be taken 
from situations that have now or at some time real significance. 
The supervisory staff should see that a more real type of prob- 
lem be employed. 

Formal arithmetic work is pushed too far down in the school. 
Some of the teachers are even going far beyond the require- 
ments of the course upon the excuse that they finished the re- 
quired work before the close of the term. Of course, the chil- 
dren can do the work, but there are so many other types of work 
of more value that should be introduced. The time will .pos- 
sibly come when no formal number work will be done in any 
school below the fourth grade. An experiment is under way to 
prove that a child who has never had formal arithmetic before 
the fifth grade can do in one year's time all the fifth grade work 
as well as those who have studied arithmetic from the beginning 
of the second grade. 



133 

LANGUAGE TEACHING 

Language in the upper grades receives more time in Shrevc- 
port than in the cities with which it is compared, and less time 
in the lower grades. As in all subjects the instruction is for- 
mal but good, as is shown by the results of Charter's Diag- 
nostic Language Test, Miscellaneous A. 

The following table shows the result of this test : 

Table No. XV. 

Diagnostic Language Test, Miscellaneous A. 
Form I, Grades 3 to 8. 

A Grades III IV V VI VII VHI 

Allendale (T.7 ~T6T2 16~1 20JS 

15.7 





.. 8.6 


21 


23.5 


25.6 






Parkview 


. . io. i; 


17 


20 








Travis 


8 
.. 7.3 


11 


19. S 










10 
.. 9.4 


14 


17.3 


17 






Queensborough . 


11 
9 


11 


24.7 
20.2 


18 
17 








. . S.5 


20.5 


20 


22.4 
23.5 






S. Highlands 


. . 10 


20.6 


14 


26.6 






Standards 


. . 6.7 


9.3 


11.6 


16.5 


18.9 


22.2 


B Grades 


III 


IV 


V 


VI 


VII 


VIII 


Allendale 


. . 4.5 


10.5 


17.5 


19.3 
18.2 








7.2 
.. 10.6 


12.6 


17 


22.5 






Parkview 


.. 9 


11.6 


13.5 








Travis 


5 
.. 6.5 


11 


14 








Queensborough . 


5.4 
. . 5.3 


12 
17 


19.1 
15 


24 








.. 13 


18.3 


22 


25.5 






S. Highlands . . . . 


.. 11 


18 


13.5 










.. 6 


7.2 


13.6 


14 








.. 5.5 


8 


10.4 


34 


17.7 


20.5 



This test was given by the elementary supervisor. The re- 
sults indicate a good type of work being done from the formal 
side of the matter. The teaching follows the test very closely. 



134 

The course of study is carefully organized but could be made 
more helpful if the type of composition expected in each grade 
could be more clearly indicated. Standards in composition are 
hard to interpret without concrete examples before the teachers. 

The Language work in the main is well done in the language 
class itself, but there is not a definite requirement of good lan- 
guage and composition in the written work in other subjects. 
Disregard for what the language lesson has taught was noted very 
frequently in the written class exercises in history, geography, 
literature and other fields. Much of this work is never corrected. 

The most serious error in the language teaching observed was 
that the formal technical matters were emphasized much more 
than was the thought back of the form. This is most common in 
many schools. In general it is important that the oral and writ- 
ten expression of the pupils be the main objective in all language 
work. While grammar has for its purpose merely a "means of 
promoting effectiveness of expression," attention in expression 
training should be focused on the thought rather than upon the 
language — form is only a means of furthering effective expres- 
sion. Seperate language lessons are necessary, yet language train- 
ing should be found in every class on the schedule. Self-criticism 
by the pupils should definitely be striven for. The pupils, in or- 
der to express themselves well, must have practice in expression. 
Therefore, teachers should not do all the talking and writing, 
but should permit the children to carry the load. The course 
in language training should varj^ from school to school according 
to the population of the school. Language expression is best 
motivated when it is prepared for an audience or for readers — 
not merely for the teacher. 

Dramatization as a means of motivating expression is common- 
ly agreed upon as being very effective. Observation led us to 
believe that this prticular method in developing oral and writ- 
ten expression is neglected, at least to a certain extent. 

GEOGRAPHY 

The state course of study in geography is an excellent one, 
but its application in Shreveport and Caddo Parish leaves much 
to be desired. The following is a summary of our notes based 
upon a large number of lessons : 



135 

1. The textbook is out of date. 

2. The maps in the book and in the sehool rooms are defi- 
cient in number and quality. 

3. Some teachers fail to use maps that are now available. 

4. The schools are inadequately equipped in maps, globes, 
charts, and other forms of visual material. The stereoscopic views 
are excellent but their use is not well developed and they are 
often neglected. 

5. The instruction as a rule is limited too much to the 
adopted text. 

6. Excursions for the purpose of geographical study are sel- 
dom, if ever taken. 

7. Type studies and projects in geography are not the rule. 

8. Definitions of geographic terms find too large a place in 
the intermediate grade instruction. 

9. Map sketching on the blackboard or upon paper is not 
practiced enough. 

10. Correlation between geography and other subjects is 
frequently not made. 

MISCELLANEOUS 

The parent-teacher associations in Shreveport have, without 
doubt, rendered considerable assistance to the schools. They 
need, however, a more definite program in order to be most 
helpful. A hand-book issued recently by the University of North 
Carolina, Vol. I, No. 10, covers the work and functions of as- 
sociations more completely than any other bulletin we know and 
therefore we are recommending it as a source of much help to 
Shreveport schools. We give a list of subjects which are con- 
tained in the bulletin : 

The school building; the rights of childhood, the school 
grounds ; our child problem in North Carolina ; school equipment ; 
infant welfare ; beautifying the school grounds ; school children ; 
the play ground at school; juvenile courts; the school garden; 
child-caring institutions; the delinquent child; the water 
supply for the school ; the dependent and neglected child ; 
coiisolidatioii of schools ; the defective child ; the school 
as a community center ; the future citizen ; training for 
citizenship ; the teacher and the community ; Americanization ; 



136 

the teacherage; elimination of illiteracy; teachers' salaries and 
preparation; vocational training; shortage of teachers; physical 
training ; school organization and reports ; teaching thrift ; the 
daily program of school work; compulsory education law; how 
to study ; child labor law ; discipline ; financing the schools ; re- 
tardation and backward children; some proposed school legisla- 
tion ; music, art and expression in the school ; the country super- 
intendent of public welfare and the health officer; community 
buildings ; the home and farm demonstration agents ; the parent- 
teachers ' association; the school library; clean up program for 
the community ; helpful aids from state sources ; hot lunches for 
school children; helpful aids from national sources; parliamen- 
tary law ; community clubs for old and young ; the moving pic- 
ture show; boy scouts, campfire girls and related clubs; games 
for the school ; good roads ; the story hour and summer reading ; 
the newspaper; our government . 

The Boy Scout movement has made great headway in Shreve- 
port. The Boy Scout idea is doing today more for the develop- 
ment of the ideal type of American manhood than almost any 
other agency except the church and the school. Evidently the 
schools are encouraging the movement among the boys of the 
city, and this is to be most highly commended. Efforts should 
be made at every turn to make use of the boys' scouting activ- 
ities in the school. In many cities the principals when men act as 
scout masters and find it the most delightful and profitable part 
of their work. The Girl Scouts and the Camp-fire girls are also 
making headway in Shreveport. The educational value of these 
movemets cannot be doubted. 



INDEX 

Page 

Buildings and Grounds 52 

Buildings Should 1 ' to Permit of Additions 53 

Larger and Better Playgrounus 52 

Larger Buildings 54 

More Room Needed in Elementary Schools 53 

The High School Buildi em 54 

Data Regarding Negro Schools 50 

Education of Negro Teachers 50 

School Population 50 

Educational Problems of Caddi I i 10 

Elementary Schools 104 

Arithmetic 127 

Colorci Schools 128 

Mom Ciple and Correct Answer... 128 

Results of the Courtis Research Arithmetic Tests 130 

Rural Schools 129 

Table No. XIV 129 

Civic Education 121 

Distribution of Time for Va 10S 

Table No. XI 10S 

Table No. Nil 110 

Geography 134 

Language Teaching 133 

Table No. XV 133 

Miscellaneous' 135 

Observation of Elementary School Instruction 104 

Introduction 104 

Kindergarten 105 

Primary Grades 107 

Reading 121 

Spelling 126 

Table No. NIII 126 

Supervision of Instruction 110 

Assistant Superintendents, General Supervisors 113 

Colored Supervision 114 

General Methods 115 

Principals of Elementary Schools 114 

Proposed Supervisory Staff 113 

High Schools 63 

Buildings 65 

Course of Study 65 

Introduction 3 



INDEX — Continued Page 

< »] :;mization and Administration 13 

Financing the Schools 22 

Cost per Capita Based on Average Daly Attendance 26 

Distribution of Current .expenses 2:: 

Economical Use of School Buildings 2n 

Paying for School Buildings 27 

Per Capita Cost Based on Total Population 26 

Per Capita Wealth 24 

Per Cent of All Municipal Funds Going to Schools. 24 

Health Supervision 20 

Relation of the Board of Education and the Superintendent of Edu- 
cation 16 

School Reports 31 

Supervisory Organization IS 

The Board of Education 13 

Progress Through the Grades 46 

Age-Grade, City Schools, White 46 

Per Cent of Pupils in Each Grade 49 

Per Cent of School Children at Each Age I 

Per Cent Promoted in Elementary Schools, Based on Number 

in Grade at Close of Term 47 

Results of Tests in Reading, Latin, and Algebra in Certain High 

Schools in Caddo Parish 83 

Algebra 100 

Equation and Formula 100 

Table No. X . 103 

Latin . . 93 

Table No. VIII 95 

Table No. IX 96 

Reading 83 

Table No. I A 88 

Table No. II • 89 

Table No. Ill 90 

Table No. IV 91 

Table No. V 92 

Table No. VI 93 

Table No. VII 93 

School Population and Progress Through the Grades 44 

Shreveport 66 

Daily Schedule 72 

Guiding Students in Deciding Upon a Course of Study 73 

Heads of Departments 71 

High School Building Inadequate 66 

Hour Periods 70 



INDEX — Continued Page 

How Courses Are Made 73 

Exhibit X-l. Enrollment Blank for Senior High School.. 73 
Exhibit X-2. Shreveport High School — Subjects for Each 

Grade 74 

Monthly Reporl on Failures 76 

Exhibit Y. Monthly Report on Failures 77 

Unit Value of High School Subjects 80 

Suggestions Regarding Detailed Construction of School Buildings.. 56 

Auditoriums 60 

Heating of Buildings 60 

Janitor Service 61 

Plans Should Bo Studied 62 

todel Temporary Buildings for Colored Schools 59 

Rural S.-hool Buildings 61 

Toilet Rooms 61 

Summary of Findings and Recommendations 4 

Buildings and Grounds 6 

Elementary Schools 7 

High Schools 6 

i Organization, Administration and Finance 4 

The Teaching staff 31 

ation of Teachers 31 

Experience 33 

Salaries 35 

Elementary School Teachers 35 

High School Teachers 40 

Junior High School Teachers 39 

Salaries of Supervisors and Others 42 

Substitute Teachers 34 

The Teaching Load 43 



LIBRARY OF CONGRESS 



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y -is v 



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